Stone Mountain State Park

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OUR

CHANGING

LAND Stone Mountain State Park An Environmental Education Learning Experience Designed for Grades 4-8 “The face of places, and their forms decay; And what is solid earth, that once was sea; Seas, in their turn, retreating from the shore, Make solid land, what ocean was before.”

- Ovid Metamorphoses, XV

“The earth is not finished, but is now being, and will forevermore be remade.”

- C.R. Van Hise Renowned geologist, 1898

i Funding for the second edition of this Environmental Education Learning Experience was contributed by: N.C. Division of Land Resources, Department of Environment and Natural Resources, and the N.C. Mining Commission

ii This Environmental Education Learning Experience was developed by

Larry Trivette Lead Interpretation and Education Ranger Stone Mountain State Park; and Lea J. Beazley, Interpretation and Education Specialist North Carolina State Parks

N.C. Division of Parks and Recreation Department of Environment and Natural Resources

Michael F. Easley William G. Ross, Jr. Governor Secretary

iii Other Contributors . . .

Park volunteers;

Carl Merschat, Mark Carter and Tyler Clark, N.C. Geological Survey, Division of Land Resources;

Tracy Davis, N.C. Division of Land Resources;

The N.C. Department of Public Instruction;

The N.C. Department of Environment and Natural Resources;

and the many individuals and agencies who assisted in the review of this publication.

385 copies of this public document were printed at a cost of $2,483.25 or $6.45 per copy

Printed on recycled paper. 10-02

iv Table of Contents

1. Introduction • Introduction to the North Carolina State Parks System...... 1.1 • Introduction to Stone Mountain State Park ...... 1.2 • Introduction to the Activity Packet for Stone Mountain State Park ...... 1.6 •A Brief Geologic History of Stone Mountain State Park ...... 1.7

2. Activity Summary ...... 2.1 • Correlation Chart ...... 2.2

3. Pre-Visit Activities • #1 The Pressure’s On ...... 3.1 • #2 Let’s Do the Time Warp ...... 3.2 • #3 Mineral Study...... 3.3

4. On-Site Activities • #1 Igneous Intruder ...... 4.1 Part I: Igneous Intruder ...... 4.1.2 Part II: Rock Walk ...... 4.1.5 • #2 Mineral Detectives...... 4.2 • #3 Exploration to the Falls ...... 4.3

5. Post-Visit Activities • #1 Minerals in Our Lives ...... 5.1 • #2 Do You Mine? ...... 5.2 • #3 Mining in a Nutshell...... 5.3

6. Vocabulary ...... 6.1

7. References ...... 7.1

8. Forms ...... 8.1

9. Notes ...... 9.1

v Introduction to the North Carolina State Parks System

reserving and protecting The North Carolina State As one of North Carolina’s North Carolina’s natural Parks System has now been principal conservation resourcesP is actually a established for more than agencies, the Division of relatively new idea. The three quarters of a century. Parks and Recreation is seeds of the conservation What started out as one small responsible for the more than movement were planted plot of public land has grown 168,000 acres that make up early in the 20th century into 61 properties across the our state parks system. The when citizens were alerted state, including parks, division manages these to the devastation of Mount resources for the safe Mitchell. Logging was enjoyment of the public and destroying a well-known protects and preserves them landmark — the highest as a part of the heritage we peak east of the will pass on to generations to Mississippi. As the come. magnificent forests of this An important component mile-high peak fell to of our stewardship of these the lumbermen’s axe, lands is education. Through alarmed citizens began our interpretation and to voice their objections. environmental education Governor Locke Craig services, the Division of joined them in their efforts Parks and Recreation strives to save Mount Mitchell. to offer enlightening Together they convinced programs that lead to an the legislature to pass a bill recreation areas, trails, rivers, understanding and establishing Mount Mitchell lakes and natural areas. This appreciation of our natural as the first state park of vast network of land boasts resources. The goal of our North Carolina. That was in some of the most beautiful environmental education 1915. scenery in the world and program is to generate an offers endless recreation awareness in all individuals opportunities. But our state that cultivates responsible parks system offers much stewardship of the earth. more than scenery and recreation. Our lands and waters contain unique and valuable archaeological, geological and biological resources that are important For more information contact: parts of our natural heritage. N.C. Division of Parks and Recreation 1615 Mail Service Center Raleigh, NC 27699-1615 919/ 733-4181 www.ncsparks.net

Stone Mountain State Park, NC1.1 October 2002 Introduction to Stone Mountain State Park

tone Mountain State Park in the park, is a cascade of literature of nature writers Sis located on the eastern over 200 feet. There are other such as Thoreau, Emerson, edge of the Blue Ridge Moun- granodiorite outcrops and wa- Leopold and Muir. At the tains in North Carolina. The terfalls that are accessible via park, students can learn on a park lies in the extreme north- the park’s 15 miles of hiking hands-on basis. ern portion of Wilkes County trails. At Stone Mountain Groups are encouraged and extends into the southeast- State Park, students can see to visit the park during all ern part of Alleghany County. and learn about some of the seasons of the year for hikes, Stone Mountain is the second geologic processes that con- exploration, nature study and largest state park in North tinue to shape our land. other activities. Leaders may Carolina, consisting of ap- The Park as an Outdoor choose to design and conduct proximately 14,000 acres. Classroom: their own activities or make The most prominent feature use of the park’s environmen- State parks are not only of the park is Stone Mountain tal education activity packets. wonderful places for recre- itself. This large outcrop of A park ranger would be happy ation, but also for studying granodiorite rock is a unique to meet with your group to an- earth science, ecology, envi- geological feature and is the swer any questions the stu- ronmental issues, biology, con- largest exfoliation dome in dents may have, or welcome servation, social studies, litera- North Carolina. Stone Moun- the group and present a short ture and mathematics. Al- tain rises more than 2,200 feet talk. Every effort will be though the primary interpre- above sea level. Its crest is al- made to accommodate persons tive theme for Stone Mountain most 700 feet above the sur- with physical disabilities. State Park involves geology, rounding terrain of old fields, Please contact the park office other topics can be explored mixed forests, clear streams at least two weeks in advance here as well. These include and waterfalls. Stone Moun- to make arrangements for a plant communities, water qual- tain Falls, the largest waterfall group visit. ity, mountain culture, and the

ou never conquer a mountain, Yyou stand on the summit a few moments; then the wind blows your footprints away. – Arlene Blum, b. 1945

Stone Mountain State Park, NC 1.2 October 2002 Park Facilities: should park at the Stone Group Camping: Four Restrooms: Restrooms are Mountain parking area and primitive campsites are avail- available at the park visitor hike a 1/2-mile trail to the site. able for organized groups. A center, the picnic area and the Garden Creek Church: small fee is charged for these parking area for Stone Moun- This old church is located on sites, which are available by tain. the bank of the East Prong of reservation only. Each site has a grill and picnic table. Picnic Area: A 75-site pic- the Roaring River. The Dumpsters are located nearby. nic area with tables, grills, church, established in 1897, is A pit toilet is also available. restrooms, a water fountain one of the few original Drinking water must be car- and three picnic shelters is lo- churches in Wilkes County ried to this area. cated across the road from the that has not undergone any park office. The shelters may major repairs or remodeling. Back Country Camping: be reserved through the visitor Gradually, members died or Six backpack campsites are center for a fee. moved away and attendance located along Widow’s Creek. fell sharply. When Nora War- The trail leading to the sites Cultural History Sites: ren Gilliam, the last surviving is one mile past the paved Mountain Culture Ex- member of the church, died on parking lot. Campers must hibit: Located at the visitor June 29, 1986, Garden Creek walk 1.5 to 3 miles to the site center, a mountain culture ex- ceased to exist as an organized depending on which site is hibit tells the story of how the church. available. All supplies must independent mountain settlers Recreation: be packed to the camping area provided shelter, food and except water, which is avail- clothing for their families. A Another facet of state able a short distance from each loom, spinning wheels, hunt- parks is outdoor recreation, site. Backpack camping is on ing and fishing displays, a cop- such as rock climbing, hiking, a first-come basis by permit per still, old photographs and camping, fishing, and horse- only. Campers should register tools, and other antiques tell back riding. By preserving at the back country camping the story of these independent, and protecting North parking lot. A maximum of hardworking individuals. Carolina’s unique natural four people is permitted on Hutchinson Homestead: features, state parks provide each campsite. Please carry The Hutchinson Homestead – high quality outdoor recreation out your trash; there is no trash complete with log cabin, barn, in beautiful surroundings. disposal at the campsite. blacksmith shop, corncrib, and Family Camping: Family meathouse – is a mountain camping is available year- farm built in the mid-19th cen- round on a first-come basis. A tury by John and Sidney modest fee is charged. Each Brown Hutchinson. Restored of the campsites has a grill, in 1998, the homestead is rep- picnic table and gravel pad for resentative of the lives of the tents or RVs. A dump station early settlers of the Stone is available for self-contained Mountain area. Original fur- units. A centrally located nishings and other antiques, washhouse provides drinking displays, and audio stories take water, hot showers and toilet visitors back to a way of life facilities. This washhouse is nearly extinct. closed during the winter. Con- Visitors to the homestead tact the park office for information on electric hookups.

Stone Mountain State Park, NC1.3 October 2002 Scheduling a Trip: 5. If you will be late or need to recommended that proper 1. To make a reservation, cancel your trip, please notify footwear be worn and that wa- contact the park at least two the park immediately. ter be carried. Also, hazards weeks in advance. 6. Research activity permits such as bees, snakes, ticks, poison ivy and extreme 2. Complete the scheduling may be required for activities weather conditions do exist. worksheet, located on page in which samples will be taken These hazards can cause prob- 8.1, and return it to the park from the park. Contact the lems if you are not prepared. as soon as possible. park to determine if research activity permits are needed. Students with any medical Before the Trip: conditions should be moni- While at the Park: 1. Complete the pre-visit tored closely by the adult lead- activities in this Environmen- Complete the on-site activi- ers. tal Education Learning Expe- ties in this Environmental Edu- 4. All plants and animals are rience. cation Learning Experience. protected within the park. In- As you enjoy the natural set- 2. The group leader should juring or removing plants or ting of the park, remember that visit the park without the par- animals is prohibited in all the park is for your enjoyment, ticipants prior to the group North Carolina State Parks. but please follow all safety trip. This will enable you to Removal of rocks is also pro- adviseries and obey all other become familiar with the hibited. This allows others the park rules and regulations. facilities and park staff, iden- future opportunity to enjoy our tify themes and work out any 1. Be as quiet as possible natural resources. potential problems. while in the park. This will 5. Picnic only in the desig- help you get the most out of 3. The group leader should nated picnic areas. Help keep the experience, while increas- discuss park rules and behav- the park clean and natural by ing the chance of observing ioral expectations with adult not littering and by picking up wildlife. leaders and participants. any trash left behind by others. Safety should be stressed. 2. On hikes, walk behind the 6. In case of accidents or leader at all times. Running is 4. The group leader is re- emergencies, contact the park not permitted. Please stay on sponsible for obtaining a pa- staff immediately. the trails! rental consent form for each participant. Be sure that 3. When hiking and studying health conditions and medical at Stone Mountain State Park, needs are noted. A sample please be safety conscious. consent form is located on Some sections of the park’s page 8.2. trails are fairly strenuous. It is

SAFETY ADVISORY Teachers should make sure that students stay on designated trails at all times. The terrain on top of Stone Mountain may appear level, but it becomes gradually steeper downslope. Those who wander off the trails risk a potentially deadly fall.

Stone Mountain State Park, NC 1.4 October 2002 Following the Trip: Park Information: 1. Complete the post-visit Address: activities in this Environmental Stone Mountain State Park Education Learning Experi- 3042 Frank Parkway ence. Roaring Gap, NC 28668 2. Build upon the field ex- Tel: (336) 957-8185 perience and encourage partici- Fax: (336) 957-3985 pants to seek answers Web: www.ncsparks.net to questions and problems encountered while at the park. Office Hours: Year-round 3. Relate the experience to Mon. - Fri. 8 a.m. - 5 p.m. classroom activities through Sat. & Sun. open seasonally reports, projects, demonstra- tions, displays and presentations. Hours of Operation: Nov.-Feb. 8 a.m. - 6 p.m. 4. Give tests or evaluations, March, Oct. 8 a.m. - 7 p.m. if appropriate, to determine April, May, Sept. 8 a.m. - 8 p.m. if students have gained the June-Aug. 8 a.m. - 9 p.m. desired information from the experience. 5. Please complete the program evaluation sheet, located on page 8.3, and send it to the park.

Stone Mountain State Park, NC1.5 October 2002 Introduction to the Activity Packet for Stone Mountain State Park

tone Mountain State Park’s The Environmental Educa- SAFETY CONCERNS: SEnvironmental Education tion Learning Experience, Our Please stay on the trails! Learning Experience (EELE), Changing Land, will acquaint The terrain on top of Stone Our Changing Land, is de- students with the following Mountain may appear level, but signed to introduce the student major concepts: becomes gradually steeper downslope. Those who wander to the geology of the Blue • Rock cycle off the trails risk a potentially Ridge Mountains, with em- •Weathering and erosion deadly fall. Exercise extreme phasis on Stone Mountain, caution when rocks are wet. through a series of hands-on • Geologic formations in Steep rocky ledges should be activities. This EELE, which the park (landforms) avoided at all times. is designed for grades 4 - 8, • Geological time The educator will assist in meets curriculum objectives seeing that all safety precau- • Sedimentary, metamor- tions are followed. It is also the of the standard course of study phic and igneous rocks responsibility of the educator to established by the North Caro- • Elements and minerals become aware of special con- lina Department of Public siderations, medical needs, etc. Instruction. (See Correlation • Mineral identification of participants and be prepared Chart in Activity Summary.) • The mining process to take appropriate precaution- ary measures. Park staff should Three types of activities are • Uses of rocks and miner- be informed of any special con- included: als siderations prior to the group’s 1) pre-visit activities • Stewardship of natural arrival at the park. 2) on-site activities While in the park, please re- resources member that the purpose of the 3) post-visit activities The first occurrence of a state parks system is to preserve The on-site activities will be vocabulary word used in an and protect our natural re- conducted at the park, while activity is indicated in bold sources. Explain to students pre-visit and post-visit activi- that they should not pick, in- type. A list of definitions can jure, or destroy any plants or ties are designed for the class- be found at the back of the animals. Rocks should not be room environment. The pre- activity packet. A list of the removed from the park, but visit activities should be intro- reference materials used in de- should be returned to their duced prior to the park visit so veloping the activities follows original positions in the areas that students will have the nec- the vocabulary list. from which they were collected. essary background and vo- This document was cabulary for the on-site activi- designed to be reproduced, ties. We encourage you to use in part or entirety, for use in the post-visit activities to rein- North Carolina classrooms. force concepts, skills and vo- If you wish to photocopy or cabulary learned in the pre- adapt it for other uses, please visit and on-site activities. credit the North Carolina Division of Parks and Recreation.

Stone Mountain State Park, NC 1.6 October 2002 A Brief Geologic History of Stone Mountain State Park

tone Mountain State gneiss found throughout this SPark is underlain by two formation today has a dis- main rock units. The older, tinctive “pin-striped” appear- more easily weathered unit is ance. The actual name the Alligator Back Forma- “Alligator Back Formation” tion, which actually stretches comes from the southwestern from northwestern North face of Bluff Mountain Granodiorite Carolina into southwestern (Alligator Back), which is Virginia. This formation was the type locality for the posed of granodiorite, a rock created over 700 million formation. Here massive ribs that is similar to granite but years ago (late Proterozoic of gneiss, extending from the contains less potassium era) from sediments washed crest of Bluff Mountain, can feldspar (orthoclase) and into an ancient ocean basin. be seen from the Blue Ridge more sodium feldspar (plagio- Ash from ancient volcanoes Parkway. These rock forma- clase). Granodiorite may also intermingled with the clay, tions resemble the ribs of a contain more biotite, horn- silt, sand and other clastic giant alligator. Note that blende or other dark-colored sediments in this ocean. Bluff Mountain (Alligator minerals than granite does. Lava also flowed out into the Back) is located northwest of basin. Thus, sedimentary Stone Mountain. The Stone Mountain rocks interlayered with pluton solidified around the During a second pulse of igneous rocks (basalt) were same time as the plutons in mountain building in the formed there. Spruce Pine and Mt. Airy. It continental collision between took millions of years of About 500 million years Africa and North America erosion to remove the over- ago, the continents of North (Acadian orogeny), the lying rock and expose these America and Africa began to younger rock unit that makes plutons at the earth’s surface. move towards each other. As up the dome of Stone Moun- When the overlying rock this occurred, ancient ocean tain was created. About 390 weathers and is eroded away, basins began to close and million years ago (Devonian pressure on the underlying volcanic island chains period), pockets of magma rock is released and the rock slammed into the North formed deep in the earth’s expands upward and outward. American continent. During crust and rose toward the As the granodiorite expands, the first of several mountain- surface. As these large pods joints or cracks form parallel building events (Taconic of magma migrated upward, to the surface. The thin, orogeny), the interlayered they “ate” through and curved sheets of weathered sedimentary and igneous incorporated some of the rock eventually fall off and, rocks, which were the “par- older rock formations they through continued weathering ent” rocks (protoliths) to the were moving through. These and erosion, the mountain rocks in today’s Alligator magma pods crystallized gradually takes on a curved, Back Formation, were meta- well below the earth’s sur- domelike appearance. This morphosed. Metamorphic face, creating bodies of weathering process is called rocks such as biotite gneiss, intrusive igneous rock known exfoliation and the resulting mica schist and amphibolite as plutons. The Stone landform is known as an were created. The biotite Mountain pluton is com- exfoliation dome.

Stone Mountain State Park, NC1.7 October 2002 Gneiss

US Amphibolite

and Vicinity

Stone Mountain

Geologic Map of

Schist

Granodiorite Schist

STATE PARK STATE

STONE MOUNTAIN STONE

Granodiorite

18 P Schist

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Gneiss

Hwy

Schist Schist

113

O.5 0 0.5 1 Miles

Hwy

Stone Mountain State Park, NC 1.8 October 2002 0 Amphibolite

Schist

1/2

Gneiss

1 MILE Schist

Granodiorite

Devil‘s Garden Devil‘s

Overlook

l u

a y

Stone Mountain Stone

Overlook

6 L

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raphill

Geologic Map of Map Geologic

John P Mountain Stone . Frank Parkway

State Park State

SR1002

US 21 SR1100

Roaring Gap

Stone Mountain State Park, NC1.9 October 2002 Legend for Geologic Maps

LEGEND Accessible Park Office Backcountry Camping Parking Park Boundary Picnicking Bridge Public Telephone Family Camping Ranger Residence Group Camping Restrooms Hiking Trail Road - Gravel Historic Site Road - Paved Park Gate

KEY TO ROCK UNITS NUMBERED ITEMS Amphibolite 1 Stone Mountain (Alligator Back Formation) 2 Stone Mountain Falls

3 Lower Falls Gneiss 4 Middle Falls (Alligator Back Formation) Widow’s Creek Falls 5 Mica Schist & Phyllite 6 Fish for Fun Registration (Alligator Back Formation) 7 Garden Creek Baptist Church 8 Wolf Rock Quartz Diorite to Granodiorite 9 Cedar Rock (Pluton) 10 Parking Area to Access Trailhead and Hutchinson Homestead

11 Historic Hutchinson Homestead and View of Stone Mountain

Stone Mountain State Park, NC 1.10 October 2002 Activity Summary

The following outline provides a brief summary of each activity, the major concepts introduced and the objectives met by completion of the activity. I. Pre-Visit Activities #1 The Pressure’s On (page 3.1.1) Through this activity, students will learn how sedimentary, metamorphic and igneous rocks are formed, and how they are interrelated via the rock cycle. Major Concepts: • Rock cycle • Mechanical weathering • Sedimentary rock formation • Metamorphic rock formation • Igneous rock formation Learning Skills: • Observing, classifying, inferring and making models • Following directions to create a product • Measuring length and volume Objectives: • List the three main rock classifications. • Describe how the three rock classifications are formed. • Explain the rock cycle. • Name the two rock types found in and around Stone Mountain State Park today.

Stone Mountain State Park, NC 2.1.1 October 2002 #2 Let’s Do the Time Warp (page 3.2.1) The vast scale of geologic time is difficult to envision for most people. This activity presents geologic time in a pictorial representation that makes it easier to comprehend. Major Concepts: • Geologic time • Geologic history Learning Skills: • Observing, inferring, using models •Organizing and expanding information; creating a product • Measuring Objectives: • List the four units of geologic time. • Conceptualize geologic time using a mural model. • Name the epoch, period and era in which we live. • Name the period and era in which the Stone Mountain pluton was formed.

#3 Mineral Study (page 3.3.1) In this activity, students will examine three minerals commonly found in granodiorite rock: feldspar, quartz and biotite. Students will learn about the uses of each mineral and where they are mined in the state. They will study the chemical formula for each mineral and use a periodic table to discover the elements contained in each. Optional activities include making mobiles or 3-D models of the crystals of these three minerals. Major concepts: • Composition of minerals • Crystal shape • Properties and uses of minerals Learning Skills: • Observing, classifying, inferring • Noting important details and drawing conclusions • Reading charts, tables and maps Objectives: • Name three minerals found in granodiorite rock at Stone Mountain. • Describe the chemical composition and crystal shape of feldspar, quartz and biotite. • List at least two uses for feldspar, quartz and biotite.

Stone Mountain State Park, NC 2.1.2 October 2002 II. On-Site Activities #1 Igneous Intruder (page 4.1.1) In Part I, “Igneous Intruder,” students will participate in a simulation at the park that illustrates a geological theory for how Stone Mountain was formed. In Part II, “Rock Walk,” the students will see first-hand examples of weathering, erosion, deposition and succession on the self-guided nature trail at the base of Stone Mountain. Part I: Igneous Intruder Major Concepts: • Intrusive igneous rock • Erosion • Landforms – pluton and exfoliation dome Learning Skills • Observing, classifying, communicating, inferring, making models •Writing descriptive and expository text Objectives: • Describe and illustrate how Stone Mountain was formed. • List three minerals found in the granodiorite of Stone Mountain. • Demonstrate awareness of the importance of plutons and exfoliation domes to human society. Part II: Rock Walk Major Concepts: •Weathering and erosion • Deposition • Land use • Succession of plants and soils Learning Skills • Observing, classifying, communicating, inferring • Collecting, analyzing and evaluating information

Objectives: • Describe five factors that cause rocks to weather. • List five agents of erosion. • Describe bare rock succession and soil formation. • List three ways early settlers used the rocks in this area and two ways we use them today.

Stone Mountain State Park, NC 2.1.3 October 2002 #2 Mineral Detectives (page 4.2.1) Minerals are identified using various physical characteristics, such as hardness, color, streak, luster, and cleavage. In this activity, your students will learn about some of these characteristics and their common field tests. The students will be given unknown mineral samples and mineral identification tools and asked to identify the samples using a key. Major Concepts: • Minerals • Mineral identification • Properties of minerals

Learning Skills: • Observing, classifying, inferring • Reading a scientific key Objectives: • Name at least four physical characteristics that help geologists classify minerals. • Demonstrate the ability to correctly and safely perform tests for hardness, cleavage, and streak on several different mineral samples. • Use observation skills and an identification key to classify at least five unknown minerals.

#3 Exploration to the Falls (page 4.3.1) This activity is a hike with nine stops on the Stone Mountain Connector and Stone Moun- tain Loop trails. Students will make qualitative and quantitative observations of weathering pits, sheet joints, dikes, stream erosion, cascades and exfoliation. They will develop an explanation for how Stone Mountain achieved its domelike shape.

Major Concepts: • Intrusive igneous rocks • Geologic formations • Mountain-building processes •Weathering and erosion

Learning Skills: • Observing, classifying, communicating, inferring • Collecting, analyzing and evaluating information

Objectives: • Describe how intrusive igneous rocks are formed and name the igneous rock at Stone Mountain. • Name at least three minerals found in granodiorite. • Gain an appreciation for the geologic formations in Stone Mountain State Park. • Describe at least three weathering features in the granodiorite including weathering pits, exfoliation sheets and differential weathering. • Explain how the dome-shaped appearance of Stone Mountain developed over time.

Stone Mountain State Park, NC 2.1.4 October 2002 III. Post-Visit Activities #1 Minerals In Our Lives (page 3.4.1) In this activity, the students will read a story about a day in the life of a typical family. Students will highlight the names of products or materials that come from rocks and minerals. They will then write about their own typical day and identify how many times they come in contact with items manufactured using minerals. Major Concepts: • Uses of rocks and minerals • Nonrenewable resources •Availability of resources

Learning Skills: • Communicating, observing and classifying • Analyzing information •Writing a journal entry and constructing a glossary

Objectives: • Identify everyday items that come from rocks and minerals. • Complete a journal entry of a typical day noting the many products used that come from rocks and minerals. • Describe how life would be changed without products derived from rocks and minerals. • Explain the impact of a growing world population on the earth's mineral resources. • Describe at least three ways each of us can conserve mineral resources.

#2 Do You Mine? (page 5.2.1) Students will explore different viewpoints surrounding a proposed mining operation near a fictitious state park. Each student will write an essay representing a particular interest group, then work toward a group solution to this issue. Major Concepts: • Mining • Environmental issues • Conservation of natural resources Learning Skills: • Predicting, communicating • Participating effectively in groups, problem solving • Using language for personal response • Evaluating the accuracy and value of information and ideas Objectives: •Write an essay supporting or opposing a proposed mining operation near a state park. Provide at least three logical reasons to support the position. • Listen critically to oral presentations and write notes of key points. • Demonstrate a willingness to acknowledge other points of view and work toward a group solution to a natural resource issue.

Stone Mountain State Park, NC 2.1.5 October 2002 #3 Mining in a Nutshell (page 5.3.1) In this activity, students will particpate in a simulation to learn the steps that mining companies must take to find, extract and process mineral resources. The manufacture and consumption of products made from minerals is also experienced and discussed. Students will read about the reclamation process and consider how miners can reduce their environmental impacts. Major Concepts: • The phases of mining operations • Raw material consumption • Reclamation

Learning Skills: • Observing, classifying, inferring • Noting important details and drawing conclusions • Gathering and organizing information • Mapping Objectives: • List and describe at least five phases in mining earth resources from the initial discovery of a mineral deposit through society’s consumption of a finished mineral product. • Explain at least three ways that mining companies can reduce environmental impacts.

Stone Mountain State Park, NC 2.1.6 October 2002 CORRELATION CHART - Stone Mountain Stone Mountain State Park’s EELE: Our Changing Land

Note to classroom teachers: The following Correlation Charts show how each activity in this Environmental Education Learning Experience (EELE) correlates with the North Carolina Department of Public Instruction (DPI) objectives in science, mathematics, social studies and English language arts. The activities are listed in the order in which they appear in this EELE. The recommended grade levels are listed along the side of the chart. Notice that only the objective numbers are listed. Use your DPI Teacher Hand- book for each subject area to get a complete description of the objectives in that subject area. Pre-Visit Activity #1: The Pressure’s On, p. 3.1.1

Grade Science English Lang. Arts Soc. Studies Mathematics 4 2.04 Competency Goals 1&2, 2.7 Nature of Science 4.02, 4.07, 4.09 Science as Inquiry 5 3.01 Competency Goals 1&2, Nature of Science 4.02, 4.07, 4.09 Science as Inquiry

6 4.02 1.03, 2.01, 5.01, 6.01 2.10, 2.11 Nature of Science Science as Inquiry

7 1.03, 1.04, 2.01, 2.02, 2.9 5.01, 6.01

8 3.01, 3.04 1.03, 1.04, 2.01, 4.02, 2.7 Nature of Science 5.01, 6.01 Science as Inquiry

Earth/ 1.02, 3.03 Envtl Nature of Science Science Science as Inquiry

Stone Mountain State Park, NC 2.2.1 October 2002 Pre-Visit Activity #2: Let’s Do the Time Warp, p. 3.2.1

Grade Science English Lang. Arts Soc. Studies Mathematics 4 1.03 Competency Goals 1& 2, 2.4, 2.7, 4.3, 4.4 Nature of Science 3.03, 3.06, 4.02, 4.03

5 1.06, 3.01 Competency Goals 1& 2, 1.1 Nature of Science 3.01, 3.06, 4.02, 4.03

6 1.02, 1.03, 2.01, 2.02, 1.1, 2.11 4.02, 5.01, 5.02, 6.01

7 1.01, 1.02, 2.01, 2.02, 1.1 4.02, 5.01, 5.02, 6.01 8 3.01, 3.02, 3.03 1.03, 1.04, 2.01, 2.02, 1.5, 2.12 Nature of Science 4.02, 5.01, 5.02, 6.01

Earth/ 3.01, 3.02, 3.03 Envtl Nature of Science Science

Pre-Visit Activity #3: Mineral Study, p. 3.3.1

Grade Science English Lang. Arts Soc. Studies Mathematics 4 2.01, 2.02, 2.03 Competency Goals 1 & 2 1.01, 6.04 Nature of Science Skills: 1.01, 1.02, 1.08, 2.01, 3.01

5 Competency Goals 1 & 2 1.01 also 4.02 Skills: 1.01, 1.02, 1.08, 2.01, 3.01

6 1.03, 1.04, 2.01, 5.01

7 4.01, 4.02 1.03, 1.04, 2.01, 5.01 Nature of Science

8 1.03, 1.04, 2.01, 5.01

Earth/ 1.01, 1.03, 1.06 Envtl Nature of Science Science

Stone Mountain State Park, NC 2.2.2 October 2002 On-Site Activity #1: Igneous Intruder, Part I, p. 4.1.1

Grade Science English Lang. ArtsSoc. Studies Mathematics 4 2.02, 2.03 Competency Goals 1& 2 1.01, 1.04, 6.04 Skills: 1.01, 1.02, 1.03, Nature of Science also 4.02, 4.06, 4.09, 1.04, 2.04, 2.05, 2.06, Science as Inquiry 5.01, 5.02, 5.03 4.01, 4.06, 4.08 1.01, 1.06 5 3.01, 3.03 Competency Goals 1& 2 Skills: 1.01, 1.02, 1.03, Nature of Science also 4.02, 4.06, 4.09, 1.04, 2.04, 2.05, 2.06, Science as Inquiry 5.01, 5.02, 5.03 4.01, 4.06, 4.08

6 1.03, 1.04, 2.01, 3.01, 3.03, 4.02, 5.01, 6.01

7 1.03, 1.04, 2.01, 3.01, 3.03, 4.02, 5.01, 6.01

8 3.01, 3.04 1.03, 1.04, 2.01, 3.01, Nature of Science 3.03, 4.02, 5.01, 6.01 Science as Inquiry Earth/ 1.02, 1.03, 1.05 Envtl Nature of Science Science Science as Inquiry

On-Site Activity #1: Igneous Intruder, Part II, p. 4.1.8

Grade Science English Lang. ArtsSoc. Studies Mathematics 4 1.03, 2.03 Competency Goals 1 & 2 1.01, 1.04, 6.04 Skills: 1.01, 1.02, Nature of Science also 4.02, 4.09 1.03, 1.04, 2.04, 4.01, Science as Inquiry 4.06, 4.08

5 1.01, 1.04, 1.06, Competency Goals 1 & 2 1.01, 1.06 3.01, 3.03 also 4.02, 4.09 Skills: 1.01, 1.02, Nature of Science 1.03, 1.04, 2.04, 4.01, Science as Inquiry 4.06, 4.08 6 1.01, 1.03, 2.03 1.03, 1.04, 2.01, 4.02, Nature of Science 5.01 Science as Inquiry 7 1.03, 1.04, 2.01, 4.02, 5.01

8 3.01, 3.04, 4.01 1.03, 1.04, 2.01, 4.02, 5.01, 5.02 Nature of Science 5.01 Skills: 1.01, 1.02, Science as Inquiry 1.08, 2.04, 4.01, 4.06, 4.08 Earth/ 1.02, 1.04, 1.05, Envtl 4.01 Science Nature of Science Science as Inquiry

Stone Mountain State Park, NC 2.2.3 October 2002 On-Site Activity #2: Mineral Detectives, p. 4.2.1

Grade Science English Lang. ArtsSoc. Studies Mathematics 4 2.01, 2.02, 4.01 1.04, 2.01, 2.02, Nature of Science 2.09, 4.02 Science as Inquiry Science & Tech. 5 1.04, 2.01, 2.02, 2.09, 4.02 6 1.03, 1.04, 2.01, 4.02

7 4.01, 4.02 1.03, 1.04, 2.01, 4.02 Nature of Science Science as Inquiry Science & Tech. 8 1.03, 1.04, 2.01, 4.02

Earth/ 1.01 Envtl Nature of Science Science Science as Inquiry

On-Site Activity #3: Exploration to the Falls, p. 4.3.1

Grade Science English Lang. ArtsSoc. Studies Mathematics 4 1.03, 2.02, 2.04 Competency Goals 1 & 2 1.01, 1.04 2.1, 2.3, 2.4, 2.7 Nature of Science also 3.01, 4.02, 4.09 Skills: 1.01, 1.02, 1.03, Science as Inquiry 1.04, 2.04, 3.01, 3.05 5 1.01, 1.06, 3.01, Competency Goals 1 & 2 1.01, 1.06 2.9 3.02, 3.03 also 3.01, 4.02, 4.09 Skills: 1.01, 1.02, 1.03, Nature of Science 1.04, 2.04, 3.01, 3.05 Science as Inquiry 6 1.01, 1.03, 2.03 1.02, 1.03, 1.04, 2.01, 2.11, 2.12, 2.13 Nature of Science 4.02, 5.01, 6.01 Science as Inquiry 7 1.02, 1.03, 1.04, 2.01, 2.2, 2.12 4.02, 5.01, 6.01 8 2.03, 3.01, 3.02, 1.02, 1.03, 1.04, 2.01, 3.04 4.02, 5.01, 6.01 Nature of Science Science as Inquiry Science & Tech. Earth/ 1.02, 1.03, 1.04, Envtl 1.05, 1.06 Science Nature of Science Science as Inquiry Science & Tech.

Stone Mountain State Park, NC 2.2.4 October 2002 Post-Visit Activity #1: Minerals in Our Lives, p. 5.1.1

Grade Science English Lang. Arts Soc. Studies Mathematics 1.04, 6.01, 6.04, 6.08, 4 2.03, 4.01, 4.05 Competency Goals 1 & 2 7.04, 7.05 Science & Tech. also 3.01, 3.03, 3.06, Skills: 1.01, 1.02, 1.03, Per. & Social Persp. 4.01, 4.02, 4.05, 4.07, 1.08, 2.01, 4.01, 4.05, 4.09, 5.01 4.06, 4.07 5 2.02 Competency Goals 1 & 2 1.06, 5.01, 5.02, 6.01, Science & Tech. also 3.01, 3.03, 3.06, 6.02, 6.05 Per. & Social Persp. 4.01, 4.02, 4.05, 4.07, Skills: 1.01, 1.02, 1.03, 4.09, 5.01 1.08, 2.01, 4.01, 4.05, 4.06, 4.07 6 1.03, 2.03 Competency Goals 1 & 5 Science & Tech. also 2.01, 4.02, 6.01 Per. & Social Persp.

7 4.01, 4.03 Competency Goals 1 & 5 Science & Tech. also 2.01, 4.02, 6.01 Per. & Social Persp.

8 2.01, 2.02, 2.05 Competency Goals 1 & 5 7.03, 8.02, 9.01 Science & Tech. also 2.01, 4.02, 6.01 Skills: 1.01, 1.02, 1.03, Per. & Social Persp. 1.08, 2.01, 4.01, 4.05, 4.06, 4.07 Earth/ 1.03, 7.01, 7.02, Envtl 7.03 Science Science & Tech. Per. & Social Persp.

Stone Mountain State Park, NC 2.2.5 October 2002 Post-Visit Activity #2: Do You Mine?, p. 5.2.1 Grade Science English Lang. Arts Social Studies Mathematics 1.03,1.04, 4.03, 4.04, 4 2.03 Competency Goals 1, 6.01, 6.02, 6.04, 7.02, Science & Tech. 2 & 5; also 3.01, 3.05, 7.05 Per. & Social Persp. 3.06, 4.02, 4.03, 4.07 Skills: 1.03, 1.04, 1.05,1.07, 2.01, 2.06, 3.01, 3.03, 4.01, 4.02, 4.03, 4.04, 4.05, 5.04

5 1.03, 1.06, 2.02, Competency Goals 1, 1.06, 2.04, 5.01, 6.02, 3.01 2 & 5; also 3.01,3.05, 6.04 Science & Tech. 3.06, 4.02, 4.03, 4.07 Skills: 1.03, 1.04, 1.05,1.07, Per. & Social Persp. 2.01, 2.06, 3.01, 3.03, 4.01, 4.02, 4.03, 4.04, 4.05, 5.04 6 1.01, 1.03 Competency Goals 1, Science & Tech. 2, 3, 4 & 6; also 5.01 Per. & Social Persp.

7 1.04 Competency Goals 1, Science & Tech. 2, 3, 4 & 6; also 5.01 Per. & Social Persp.

8 1.04, 1.05, 2.01, Competency Goals 2, 8.02, 8.04, 9.01, 9.03 2.03, 2.03, 2.04, 3, 4, & 6; also 1.02, Skills: 1.03, 1.04, 1.05, 1.07, 2.05, 3.04 1.03, 1.04, 5.01 2.01, 2.06, 3.01, 3.03, 4.01, 4.02, 4.03, 4.04, 4.05, 5.04 Science & Tech. Per. & Social Persp.

Earth/ 1.03, 1.05, 1.06, Envtl 4.01, 7.01, 7.02, Science 7.03 Science & Tech. Per. & Social Persp.

Stone Mountain State Park, NC 2.2.6 October 2002 Post-Visit Activity #3: Mining In a Nutshell, p. 5.3.1

Grade Science English Lang. ArtsSoc. Studies Mathematics 4 2.03, 4.03, 4.05 Competency Goals 1 1.04, 4.03, 6.01, 6.04, Science & Tech. & 2, also 4.02, 4.05 7.02, 7.05 Per. & Social Persp. Skills: 1.01, 1.02, 1.03, 2.01, 3.01, 4.01, 4.03

5 1.04, 2.02, 3.01 Competency Goals 1 1.06, 5.01, 6.02, 6.03, Science & Tech. & 2, also 4.02, 4.05 6.06 Per. & Social Persp. Skills: 1.01, 1.02, 1.03, 2.01, 3.01, 4.01, 4.03

6 1.01, 1.03, 2.03 1.02, 1.03, 1.04, 2.01, Science & Tech. 4.02, 5.01 Per. & Social Persp.

7 1.04 1.02, 1.03, 1.04, 2.01, Science & Tech. 4.02, 5.01 Per. & Social Persp.

8 1.04, 1.05, 2.01, 1.02, 1.03, 1.04, 2.01, 8.02, 9.01 2.02, 2.03, 2.05 4.02, 5.01 Skills: 1.01, 1.02, 1.03, Science & Tech. 2.01, 3.01, 4.01, 4.03 Per. & Social Persp.

Earth/ 1.03, 1.04, 7.01, Envtl 7.02, 7.03 Science Science & Tech. Per. & Social Persp.

Stone Mountain State Park, NC 2.2.7 October 2002 Pre-Visit Activity #1 The Pressure’s On

Major Concepts: plywood – approximately 25 Educator’s Information: • Rock cycle by 25 centimeters • Mechanical weathering Per class: Samples of actual tudents often have diffi- • Sedimentary rock formation sedimentary, metamorphic Sculty understanding the ab- • Metamorphic rock formation and igneous rocks (contact stract concept of the rock • Igneous rock formation the park if you need to cycle. The students can view borrow a rock set), crushed Learning Skills: ice, water rock samples in the classroom; • Observing, classifying, the difficulty lies in their in- inferring and making Special Considerations: ability to visualize how these models Take proper safety rocks were formed. The fol- • Following directions to precautions. Hot plate and lowing activity is extremely create a product hot crayon wax can cause • Measuring length and burns. C-clamps can pinch/ effective in giving students the volume crush fingers. opportunity to experience the rock cycle. Students will Subject Areas: simulate mechanical weather- • Science • English Language Arts ing, erosional processes, and • Mathematics Objectives: the formation of sedimentary, * See Activity Summary for • List the three main rock metamorphic and igneous a Correlation with DPI classifications. rocks. The activity can be objectives in these subject • Describe how the three done as one continuous pro- areas. rock classifications are cess or divided into five sepa- Location: formed. rate lessons. Classroom/Science lab • Explain the rock cycle. Some educators may want • Name the two rock types to incorporate more mathemat- Group Size: found in and around Stone 30 students or less, class size ics into the activities. Sugges- Mountain State Park tions for quantitative observa- Estimated Time: 2 to 4 hours today. tions are given in brackets. Appropriate Season: Any

Materials: Provided by the educator: Per student: One copy of Student's Information and Rock Cycle Diagram, safety goggles, large pocket pencil sharpener, four wax crayons of the same color, (either red, green, blue, or yellow crayons), envelopes, wax paper Per group: Metric ruler, hot plate, two oven mittens, aluminum foil, three disposable aluminum foil pie pans, trivet, newspaper (enough to cover lab surfaces, plus extra), one 8- inch C-clamp, two pieces of

Stone Mountain State Park, NC 3.1.1 October 2002 Instructions: fragments (which represent Stone Mountain, a chemical Set the stage by asking stu- rock sediments) should be weathering process called ex- dents to describe local rocks or kept in a small pile on the wax foliation causes curved sheets rock formations, or ones that paper. Do not mix the colors – of rock to be sloughed off like they have seen during walks each student should use his/her the layers of skin on an onion. along a river’s edge, on a own piece of wax paper. When the “weathering” is mountain, or during drives As the students are “weath- complete, the students should along highways that were built ering” their crayons, call their wrap their fragments in wax through road cuts. Be sure to attention to the size and shape paper and place each wax pa- have several rock samples dis- of the fragments. Remind per packet in an envelope, un- tributed around the room. them that many of the rocks in less you plan to do Part B im- Ask the students questions the Blue Ridge Mountains to- mediately. Label each enve- such as, “Have you ever won- day probably have their ori- lope as to its contents, “red,” dered just how these rocks gins in sediments that accumu- “yellow,” etc., for proper form?” and “Are new rocks lated in an ancient ocean over distribution when the activity forming at this moment?” 700 million years ago. Dis- is resumed. Ask each student to write cuss the following questions: Part B: Erosion down one rock-related ques- • Do you think that weath- Once rock fragments have tion they would like to have ered fragments of rocks are all been created, they are usually answered in class. Have stu- the same size or shape? moved by some force of na- dents read the Student's Infor- ( Answer: No.) ture. Here, the students act as mation and accompanying • Why or why not? the erosive force as they move Rock Cycle Diagram. Discuss the envelopes containing the the three classifications of (Answer: The process of fragments within the room. rocks: sedimentary, metamor- weathering depends on the • What is this force of phic and igneous. You may chemical composition of the movement called and what are also want to introduce the geo- rock as well as environmental some of its causes? (Answer: logic history of Stone Moun- factors such as temperature, Erosion, caused by water – tain given on page 1.7. humidity, the presence of plants and animals, etc.) such as streams, rivers and Part A: Weathering ocean waves – and by wind.) • What are some of nature’s Each student should com- weathering forces? • Where do rock fragments plete “The Pressure’s On” tend to collect? (Answer: (Answer: Mechanical weath- worksheet as they do this ac- Downhill from where they ering forces can include water, tivity. Cover all desk tops with were first formed.) ice, wind, growing roots, newspaper. Give each student worms and burrowing ani- • Why? (Answer: Gravity.) a sheet of wax paper, a pocket mals, lightning and human ac- • Why do similarly-sized pencil sharpener and four cray- tivities. In addition, heating fragments seem to be found ons of the same color. The and cooling can cause rocks to together? crayons represent rock material expand and contract, and then and the pencil sharpeners rep- ( Answer: Because similar break. resent weathering agents. weathering processes will usu- Students should remove the Chemical weathering ally take place in one particular paper from the outside of their forces include oxygen, carbon area. Smaller, lighter rock crayons and carefully shave dioxide and water, which react fragments will be carried far- the crayons with the pencil with a rock or mineral result- ther away in a winnowing ef- sharpener. All of the crayon ing in a chemical change. At fect.)

Stone Mountain State Park, NC 3.1.2 October 2002 Place all the weathered into sections, stop here and la- the original layers? What hap- “rock” fragments in four sepa- bel each package for proper pened to the spaces between rate piles, one color to a pile. distribution when the activity is the fragments? Divide the class into groups of resumed. (Answer: The layers are thin- four. Ask each group to mea- ner and the spaces between the sure and cut a sheet of alumi- Part C: Sedimentary Rock crayon fragments are now num foil, 31 cm x 45 cm. A Simulation smaller.) student from each group Each group should transfer should chose one color and Instruct the groups to place a few of their loose fragments carefully transfer some of the their folded foil package be- and the smaller piece of the “weathered” fragments to the tween two pieces of plywood. “sedimentary rock” into one center of their aluminum foil. Apply very light pressure with of their pie pans. Place the rest Make a rectangular layer, ap- the C-clamp to compress the of the fragments in an enve- proximately 11cm x 13cm, plywood pieces and the “rock” lope (for Part E). The pieces in with a thickness of 1cm. Re- fragments that are between the pie pan will be used for peat with the remaining col- them. Once the “rock sand- comparison with the other ors, layering them one on top wich” has been lightly com- “rocks” the students will pro- of another (see illustration). pressed, remove it from the duce during this activity. Re- Students in each group should C-clamp. Students should then turn the larger piece of “sedi- take turns creating a layer. carefully open their packages mentary rock” to the alumi- [Students might calculate the and observe the new product. num foil and wrap it up again. volume of the fragment pile [Students can measure the [Students should calculate and (length x width x height).] length, width and height of record the volume of this Students should record ob- their “sedimentary rock” and larger “sedimentary rock.”] servations of their “weath- calculate the change in vol- ered” fragments on “The ume.] Call their attention to Compare real sedimentary Pressure’s On” worksheet. the central region that is more rocks with the sedimentary Fold the foil over the fragment tightly compressed. They “crayon rocks.” Discuss: one layers, allowing for a 1-cm should lift this portion from the type of rock found in the area space all around the frag- non-compressed fragments and around Stone Mountain is ments, and then carefully fold carefully break it into two called biotite gneiss. It was the edges to seal the packages. parts. Look at the broken formed around 700 million If you are breaking the activity edges and describe the layers. years ago from sediments laid • How do they compare with down in a shallow basin or sea.

Stone Mountain State Park, NC 3.1.3 October 2002 Later, these sediments were Have the students release buried and compacted, form- the compression on the C- ing sedimentary rock. About clamp, remove the foil pack- 450 million years ago, the age and open it carefully to ex- North American continent be- amine the newly formed gan to collide with Africa. “metamorphic rock.” [Again, The resulting heat and pres- students should calculate the sure changed the buried sedi- volume of the new “rock” and mentary rock into metamor- compare to the former volume phic rock (biotite gneiss). calculated at the end of Part Over millions of years, the C.] They should carefully gneiss was eroded away and break this “rock” into two the landscape we see at Stone Part D: Metamorphic parts and examine it, noting Mountain today was gradually what happened to the thick- exposed. Rock Simulation ness, fragment shape and sur- There is no true sedimen- Each group should place face. The students should tary rock left in the area their foil package with the write their observations on around Stone Mountain. This larger “sedimentary rock” their worksheet. (The different is because metamorphism has from Part C between the two colored “rock fragments” will changed the original sedimen- plywood boards and the C- be squeezed together.) tary rock into metamorphic clamp again. Tell the students Examine a real meta- rock as the rock layers were to tighten the C-clamp as morphic rock and compare it buried, heated, folded and much as they can this time. to the metamorphic “crayon pressed together. As the next This part of the activity dem- rock.” Also compare the real activity demonstrates, the onstrates the need for greater metamorphic rock to the real original crayon fragments are pressure to cause a rock to sedimentary rock. Have the hardly recognizable after metamorphose. In reality, as students examine the texture, “metamorphism.” the pressure deep within the the edges and overall appear- If available, have the class earth increases, the tempera- ance of these rocks. Remem- examine a sedimentary rock ture increases as well. A tem- ber, as the continents collided with fossils in it. Almost all perature change is probably between 450 and 250 million fossils are found in sedimen- occurring in this activity, but years ago, the sedimentary tary rock. Due to the heat, we do not have the equipment rock was turned into metamor- folding and pressure required to measure this change. Also, phic rock by heat and pressure. to create metamorphic and ig- the chemical changes associated with the formation of real Place the smaller piece of neous rocks, any fossils that “metamorphic rock” into the might have been present are metamorphic rock cannot be simulated in this activity. It is pie pan with the fragments and usually destroyed. Since most the first sedimentary “rock” of the rock at Stone Mountain important students understand that metamorphic rock may sample the students made. State Park is igneous, no The larger piece of “metamor- fossils have been found here. become contorted in appearance and actually flow like phic rock” will go in an enve- If you are breaking the taffy or toothpaste in response lope labeled “metamorphic.” activity into sections, stop here to the pressure caused by the and label each group's materi- overriding rock load and conti- als for proper distribution later. nental plate movement.

Stone Mountain State Park, NC 3.1.4 October 2002 (You can reuse envelopes Be especially careful here! magma, a student from each used earlier to hold the crayon This part of the activity re- group, or the teacher, should fragments.) If you are break- quires a hot plate as a heat carefully do the following: ing the activity into sections, source. Students should avoid Group 1 - Form a trench in stop here and label each dropping wax fragments the ice, and using the oven group’s materials for proper on the hot plate surface or mittens, pour the melted wax distribution later. themselves. The students or into the ice trench. Then cover teachers doing this portion of Part E: Igneous Rock the “magma” with more the activity should wear pro- crushed ice. This simulates Formation tective oven mittens to avoid intrusive igneous rock, which being burned. Cover each hot is formed by magma flowing Safety Note: This portion of the activity requires that the into rock cracks deep inside students be especially safety the earth. conscious as they will be Group 2 - Using the oven working with a hot plate and mittens, pour the melted wax melted wax. (lava) directly over the surface of the crushed ice. This simu- Each group should line their lates the formation of extru- remaining two pie pans with sive igneous rock. aluminum foil and do the fol- plate surface with a layer of Group 3 - Using the oven lowing: foil before you turn it on. mittens, pour the melted wax Groups 1 and 2 should each (This will diffuse the heat from into the water. This simulates fill one of their pie pans with the coils of the hot plate so the the formation of extrusive ig- crushed ice. crayons will not burst into neous rock into an ocean, e.g. Group 3 should fill one of flames.) Each group should a volcano that spews lava into its pie pans halfway with place their pie pan of “weath- the ocean. water. ered sediments” and “meta- Group 4 - Using the oven Group 4 should place the morphic rock” on the hot plate mittens, pour the melted wax “weathered fragments” and and turn the hot plate tempera- over the “weathered sedi- the smaller pieces of “sedi- ture to medium. Melt the wax, ments” and the small pieces of mentary” and “metamorphic” being careful that the melting “sedimentary” and “metamor- rocks (saved earlier) into one process does not occur so rap- phic” rock from Parts B and C. of the foil-lined pie pans. idly that the molten wax splat- This simulates lava flowing (Groups 1, 2, and 3 will save ters or burns. When most of over sediments and rocks, as their fragments and “rock” pieces the “rock” and “weathered would happen in a volcanic for comparison with the “igneous sediments” are in the molten eruption. Some of the rocks rocks” they will make during this state, turn the hot plate off and will melt quickly, while others part of the activity.) carefully remove the pie pan, will at least partially maintain using the oven mittens. There their integrity. The rocks that For the igneous rock simula- is enough heat energy in the are surrounded by lava are tion, all groups should place molten wax to melt the re- called xenoliths. Note that xe- the “weathered sediments” maining solid mass. Caution: noliths can also occur in intru- they set aside in envelopes, Do not let the wax heat to the sive igneous rocks, when plus the larger piece of “meta- splattering point! magma surrounds, but does morphic rock,” into one of not entirely melt parts of an their foil-lined pie pans. While the wax is still in the molten state, representing existing rock. If your class

Stone Mountain State Park, NC 3.1.5 October 2002 visits Stone Mountain, look the real rocks with the “igne- It is important for everyone for xenoliths (dark clumps in ous crayon rocks.” Remind to understand that not all con- the lighter-colored granodior- the students that most of the ditions for rock formations can ite rock). rock visible at Stone Mountain be simulated. In fact, geolo- Allow the pie pans and State Park is igneous in origin. gists have never “seen” intru- wax to cool thoroughly (about These rocks formed deep sive rocks form. However, 5 to 10 minutes). After the within the earth. Most of the they are able to look at the “lava” wax has cooled, the rock is still buried; however, available evidence, simulate students should carefully re- the processes of weathering some of the conditions in the move their “igneous rock” and erosion have exposed the laboratory, and arrive at from the pie pans. Students top part on and around Stone results similar to those found should make comparisons be- Mountain. in nature. tween the igneous rock in While the students are look- each group’s pie pans, then ing at the three types of rocks, Assessment: draw and write their observa- lead a discussion on the rock tions on their worksheets. cycle, focusing on the pro- Remove the words written Comparisons should also be cesses they observed to trans- in the arrows on the Rock made between these “igneous form one rock into the next. Cycle Diagram, then copy for rocks” and the “sediments” Have the students discuss the each student. With younger and the “sedimentary and differences and similarities students, list the following five metamorphic rocks” students between their “crayon rocks” terms on the chalkboard or created in the previous sec- and the real rock samples. overhead: compaction, melt- tions of this activity. As a Talk about the questions your ing, cooling, erosion, and heat class be sure to discuss the students had when the activity & pressure. Ask students to following: first started. label the arrows on the Rock Cycle Diagram. Using Group 1’s pie pan, Reiterate the concept of the rock cycle by reminding the With older students, ask discuss the effect of the them to label the diagram, then “magma” on the sedimentary students of the “rocks” (crayons) that were weathered down explain in their own words or metamorphic “rock” that the how each of the three rock ice represents. into “sediments,” compressed into “sedimentary rocks” and types formed. Can they relate Using Group 2’s pie pan, the rock cycle and the three discuss the effect of “lava” on then “metamorphic rocks,” and finally melted into “igneous main rock types to the geologi- the surface “sediments” and cal history of Stone Mountain? “rocks” that the ice represents. rocks.” Using Group 3’s pie pan, discuss the effect of the water on the “lava.” Using Group 4’s pie pan, discuss the effect of the “lava” flowing directly onto the sedimentary and metamorphic “rock” and “sediments.” If possible, show the students various examples of real volcanic rocks and compare

Stone Mountain State Park, NC 3.1.6 October 2002 Student’s Information

ocks are classified ac- 2. Metamorphic rocks Extrusive igneous rocks Rcording to their origin. The word metamorphosis are formed when magma The three basic rock classes means a transformation, a spews out onto the earth’s sur- are igneous, sedimentary and marked change in appearance face from cracks or vents in metamorphic. Igneous and or condition. A familiar ex- the earth’s crust. This type of metamorphic rocks are formed ample would be a caterpillar magma is called lava. by geologic processes occur- changing, or metamorphosing, Intrusive igneous rocks are ring deep within the earth’s into a butterfly. Rocks are formed when magma pushes crust. Sedimentary rocks are metamorphosed when they are its way up into cracks in the formed closer to the earth’s exposed to tremendous heat earth's crust, but solidifies surface. Most of the rock that and pressure, yet do not actu- within the earth. A body of in- you can see in and around ally melt. trusive igneous rock is called a Stone Mountain is igneous. pluton. From 450 to 250 million However, throughout the rest years ago, the continents of Af- The Stone Mountain pluton of the park, and in the area sur- rica and North America moved solidified deep in the earth rounding the park, the primary towards each other and eventu- about 390 million years ago as rock type is metamorphic. ally collided. The rocks in- the continents of Africa and Let's learn more about the volved in this collision were North America moved closer three rock types and how they exposed to extreme tempera- together. The specific type of relate to the park's geology. tures and pressures. As a re- rock in the Stone Mountain 1. Sedimentary rocks sult, many of the rocks meta- pluton is granodiorite. It is All sedimentary rocks are morphosed, or changed into very similar to granite, an- composed of tiny particles of different rock types with differ- other intrusive igneous rock. sand, clay or other sediments ent qualities. For example, the that are deposited in layers on sandstone, siltstone and the bottom of lakes, rivers and shale (formed in the an- oceans, or on land. Sedimen- cient ocean over 700 mil- tary rocks are the “parent lion years ago) were changed rocks” for most of the meta- to metamorphic rocks, such morphic rocks we see in the as mica schist and biotite Blue Ridge Mountains today. gneiss. Gneiss and schist are Over 700 million years ago, two types of metamorphic sediments were laid down in rocks found throughout the an ancient ocean, which was Blue Ridge Mountains today. the forerunner to the present 3. Igneous rocks Atlantic Ocean. Over time, Igneous rocks are formed the extreme pressure from the from magma (melted rock) that weight of the layers above has solidified. They can be ex- pressed the sediment into rock, trusive or intrusive. or in some cases, the sedimentary particles were cemented together. Examples of sedimentary rocks formed in this way are sandstone, siltstone and shale.

Stone Mountain State Park, NC 3.1.7 October 2002 However, granodiorite contains again. Most of the earth’s mountain ranges. For ex- less potassium feldspar (ortho- crust is made up of igneous ample, the Himilayas were clase) and more of the sodium- rock, but the most common created when India collided rich plagioclase feldspar. Usu- class of rock found on the with the southern edge of ally, granodiorite also has more earth’s continental surface is Asia. This collision caused dark-colored minerals, such as sedimentary, which lies on top the rocks caught in it to be put biotite or hornblende. of the igneous crust. under tremendous heat and The Rock Cycle The crust is divided into pressure, so that they meta- many large crustal plates that morphosed. Eventually this The relationship between the slowly drift about on top of the metamorphic rock reaches the three rock classifications is de- denser “plastic” mantle, which earth’s surface where it is sub- scribed as the rock cycle. Ge- lies beneath the crust. As the jected to weathering. ologists believe that at one time plates move around, some- The continuing cycle of the earth was a ball of molten times the crust at the leading rocks melting and cooling magma and gases. As the earth edge of one plate slides under- into rocks again, or breaking cooled, the outermost layer of neath the edge of an adjacent down and being pressed into magma solidified into a crust plate. This pushes the crust rocks again, or being put un- of igneous rock. Today, the down far enough that it melts, der pressure and metamor- earth’s crust is 30 miles thick in turning into magma. Volcanic phosing into new rocks has some places, yet in others it is activity such as that shown by happened many times on so thin that lava can spew up Mt. St. Helen's can result. earth. It's happening today through cracks. When two continents col- and will continue to occur on Even as the first rocks lide, the crust is folded into our ever-changing planet. cooled, weathering began breaking them down into sediments that were eroded away by wind and water. Those first sediments were deposited at the edges of the continents in the first oceans. The eroded rock particles traveled more quickly than they do today, as there were no plants to stabilize the loose soil. For over three billion years the continents were bare rock and sediments. The sediments continued to build up as the continents wore down. The underlying sediments became rock again as the pressure and heat cemented the particles back together. Often, as the continents eroded they became lighter and rose up, exposing the sedimentary rocks to the air, where they started to erode away once

Stone Mountain State Park, NC 3.1.8 October 2002 First, weathering processes break processes weathering First,

of all the sediment piling on top.

sediment. Erosion occurs when

wind, water, ice and snow carry

packed together by the weight

sediments on the bottom are

As sediments pile up, those

Eventually, the compacted

down all kinds of rock into

sediments turn to rock.

these sediments away.

Compaction

erosion

Erosion

Igneous Rocks

Sediment

compaction

erosion

cooling

pressure

heat &

melting

Sedimentary Rocks

erosion

Magma

Metamorphic Rocks

pressure

heat &

melting

pressure

heat &

from the center of the earth act

crust and the tremendous heat

The movement of the earth’s

together to transform rocks.

Heat and Pressure

melting

comes out of a volcano,

magma. When magma

Melted rock is called

it is called lava.

Magma

Stone Mountain State Park, NC 3.1.9 October 2002 “The Pressure’s On” Worksheet

1. Describe and draw the “weathered sediments” that you made. Note the sizes and shapes of the “sediments.”

2. Do a colored drawing of the “rock fragments” after light pressure has compacted these “sediments” into “sedimentary rock.” Describe the broken edge and the layers that are formed.

3. Do a colored drawing of the “sedimentary rock” after heavy pressure has compacted it into “metamorphic rock.” Describe the broken edge and the layers that are formed. How have they changed with the addition of heavy pressure?

Stone Mountain State Park, NC 3.1.10 October 2002 4. Do a colored drawing of each of the four “igneous rocks” created. Compare and contrast the formation of the extrusive with the intrusive “igneous rocks.”

Group One’s “Igneous Rock” Group Two’s “Igneous Rock” (intrusive)

Group Three’s “Igneous Rock” Group Four’s “Igneous Rock”

5. Write a comparison between the “weathered rock fragments,” “sedimentary rocks,” “metamorphic rocks,” and “igneous rocks” formed in this activity. Describe their similarities and differences as to color, texture, etc.

Stone Mountain State Park, NC 3.1.11 October 2002 “The Pressure’s On” Answer Sheet

1. Describe and draw the “weathered sediments” that you made. Note the sizes and shapes of the “sediments.”

2. Do a colored drawing of the “rock fragments” after light pressure has compacted these “sediments” into “sedimentary rock.” Describe the broken edge and the layers that are formed.

yellow red green blue

Stone Mountain State Park, NC 3.1.12 October 2002 4. Do a colored drawing of each of the four “igneous rocks” created. Compare and contrast the formation of the extrusive with the intrusive “igneous rocks.”

Group One’s “Igneous Rock” Group Two’s “Igneous Rock” (intrusive)

Group Three’s “Igneous Rock” Group Four’s “Igneous Rock”

5. Write a comparison between the “weathered rock fragments,” “sedimentary rocks,” “metamorphic rocks,” and “igneous rocks” formed in this activity. Describe their similarities and differences as to color, texture, etc. The “weathered rock fragments” will vary in size and shape, depending on the implement

used and how it is used. The “rock fragments” can be oriented (up/down or right/left) in any

direction. In the “metamorphic rocks” the space between the fragments is very small and the

orientation of “fragments” is now flattened (right/left). The thickness is much thinner, but each layer

of rock (color) can still be seen. The “igneous rock” is grayish-black due to the melting and mixing

of different “rock fragments” and has a variety of forms, depending on how the separate groups’

rocks were cooled.

Note: The different methods of cooling are not intended to simulate real rock formations. They

do, however, give the students the understanding that different cooling conditions will create

different rocks.

Stone Mountain State Park, NC 3.1.13 October 2002 Pre-Visit Activity #2 Let’s Do the Time Warp

Major Concepts: Objectives: It is quite difficult for most • Geologic history • List the four units of of us to understand the concept • Geologic time geologic time. of geologic time. Because we • Conceptualize geologic tend to regard events on our Learning Skills: • Observing, inferring, using time using a mural planet using a time scale of models model. hours, days, months and years, • Organizing and expanding • Name the epoch, period it is easy to underestimate the information; creating a and era in which we vast amount of time covered product live. during an eon like the • Measuring • Name the period and era Proterozoic. Subject Areas: in which the Stone By creating a visual model, • Science Mountain pluton was the students should begin to • English Language Arts formed. more clearly understand the • Mathematics * See the Activity Summary broad scope of geologic time. for a Correlation with DPI Educator’s Information: The mural model described in objectives in these subject this activity begins with the areas. eology is the science of Late Proterozoic era and ends with today’s Holocene epoch. Location: Classroom Gthe earth and its history. When we study geological Group Size: history, we find that water Note: The term Precambrian 30 students, class size invaded the land, layers of is sometimes used to describe Estimated Time: sediment were deposited, the rocks older than 544 million 2 - 3 class periods land was pushed up into years. Precambrian is a time mountains and eventually term without specific rank. In Appropriate Season: Any wind, rain and ice leveled the this EELE, we use the more land again. This sequence has specific term, Late Proterozoic Materials: Provided by the educator: been repeated many times over era, to refer to earth’s history A 25' long continuous strip the history of the earth. from 544 to 900 million years of 18" wide freezer paper, ago. measuring stick, markers or crayons, tape, reference books on fossils and life during the various geologic time periods Per student: Geologic Time Fact Sheet and the Events in Geological History chart

Stone Mountain State Park, NC 3.2.1 October 2002 Figure A

1.75"2" 1.75"3"

24" 18" 16" 12"

2.5"3"

Instructions: 3. Have the students draw intervals, giving a total a second continuous line with representation of 600 million 1. Run a continuous strip of the marker or crayon 12 inches years. freezer paper along the wall in above the first line. the classroom. The paper Also, divide the space from should be at least 21 feet in 4. Have the students make 0 to 10 mya into 10 one- length. (Note: Spiral the another continuous line 1.75 million-year segments. Label paper around the room if inches above the line drawn in these segments 1 to 9. After needed.) step 3. After steps 1-4, the step 5, the paper should look paper should look similar to like Figure B. 2. Using a yardstick and a Figure A. black marker or crayon, have 6. This geologic time activity the students draw a continuous 5. Using the marker or crayon, provides information on 12 line, 2.5 inches up from the have the students place 61 periods and seven epochs. bottom of the paper, along the marks, four inches apart, on the Divide the class into four entire length of the paper. If a paper below the bottom line. teams. The whole class will be marker is used, make sure it Starting with the second mark, responsible for depicting the will not “bleed through” onto have them label the marks by Phanerozoic eon. the classroom wall. 10 mya (million years ago)

Figure B

123456789 10 20 30 millions of years ago

Stone Mountain State Park, NC 3.2.2 October 2002 Figure C TERTIARY PERIOD Pliocene Miocene Epoch Oligiocene Epoch

123456789 10 20 30 millions of years ago Each team should be latest information from the periods. After step 6 the assigned three periods to North Carolina Geological mural should resemble Figure illustrate from the Geologic Survey. D. Time Fact Sheet (on page The teams will also 7. In the space remaining on 3.2.5). The team that has the illustrate what animals and the mural, students can Quaternary and Tertiary plants lived during their illustrate geologic events over periods should also portray the assigned periods. Students the appropriate years. Use the related epochs. Each team is working within the 0 to 10 Geologic Time Fact Sheet responsible for finding its mya scale (Quaternary period) (page 3.2.5), Events in periods or epochs on the time will not have room to place Geological History (pages scale mural and marking them their illustrations. They can 3.2.6-3.2.11), and library off with vertical lines, being use arrows to indicate where references as guides. sure to label the time periods their illustrations fit into the (See Figure C). Note that 8. After the students have main scale on the paper. The different references do not completed the timeline mural, students can do some always agree on the exact remind them that when independent research (beyond beginning and ending for each studying geology, it is often pages 3.2.6-3.2.9) if they are period. The geologic time difficult to determine absolute not familiar with the animals scale in this EELE includes the ages. Therefore, geologists and plants found in their time use geological eras and

Figure D TERTIARY PERIOD Pliocene Miocene Epoch Oligiocene Epoch

123456789 10 20 30 millions of years ago

Stone Mountain State Park, NC 3.2.3 October 2002 periods when discussing the Assessment: Extension: earth’s history rather than calendar dates. This mural 1. Scramble the events on the Using reference books, illustrates the vast number of Abbreviated Events in encyclopedias, field guides, years our earth’s history Geological History chart. etc., search for other earth covers since the formation of Can students place them in history events not listed in Stone Mountain. the correct sequence? the Events in Geological 2. Pencil and paper quiz: History in this EELE and 9. Compare the student’s life include them in the mural. history (years of age) with the Write period, eon, era and epoch on the board or High school students could history and age of Stone assess the evidence for Mountain. Be sure to note overhead. Ask students to put the names of these four units major geologic events and what era, period and epoch paleoclimatic changes. we live in. of geologic time in order of largest unit to smallest. Ask 10. The Abbreviated Events them to write down the name in Geological History (page of the period, eon, epoch and 3.2.12) is a simplified era in which we are currently overview of the geological living. Finally ask them to history of the earth. Geologic write the name of the events related to the geological period in which the formation of Stone Mountain Stone Mountain pluton was are highlighted. Use this page formed. About how many with younger students, or to millions of years ago was quickly give the “big picture.” this?

Stone Mountain State Park, NC 3.2.4 October 2002 Geologic Time Fact Sheet Epochs Holocene Quaternary 0.008–present 1.8 – present Pleistocene Cenozoic E 1.8 – 0.008 ras Periods Pliocene 65 – present 5.3 – 1.8 Miocene Tertiary 23.8 – 5.3 65 – 1.8 Oligocene 33.7 – 23.8 Eocene 55.5 – 33.7 Paleocene 65 – 55.5

Mesozoic 248 – 65 Cretaceous 145 – 65

Figures indicate millions of years ago

Jurassic 213 – 145

Triassic 248 – 213

PHANEROZOIC EON Permian Paleozoic 286 – 248 544 – 248 Pennsylvanian 325 – 286 Mississipian 360 – 325 Devonian 410 – 360 Silurian 440 – 410 Ordovician 505 – 440 Cambrian 544 – 505

Information courtesy of N.C. Geological Survey

Stone Mountain State Park, NC 3.2.5 October 2002 Geologic Time Fact Sheet

ime is an important con- Early Proterozoic (1.8 billion lobites were probably scaven- Tcept in geology. Geologic years old). By the beginning of gers on the ocean floor. All life time includes all the time that the Proterozoic, blue-green al- lived in the ocean during this has occurred since the forma- gae had evolved and photosyn- period, because the earth’s at- tion of the earth – an estimated thesis had begun. The oxygen mosphere had not yet devel- 4.5 billion years ago. These 4.5 produced during photosynthesis oped to protect the land from billion years have been broken changed the earth’s atmosphere, the ultraviolet radiation of the down into different eons, eras, enabling the evolution of sun. Along with the trilobites, periods and epochs. Eons are more complex there were sponges, brachio- subdivided into eras; eras are life. Sponges, pods (bivalve mollusks) and subdivided into periods; and soft corals, gastropods (one-shelled mol- periods are further subdivided jellyfish and lusks). At the end of the Cam- into epochs. annelid brian, 75 percent of all the trilo- Each of the units of geologic worms also bite families, 50 percent of the time is characterized by differ- evolved during sponge families and many of ent environmental conditions this eon. the brachiopods and gastropods and specific kinds of life that During the Late Protoerozoic, disappeared. No one knows flourished. Often, the bound- sediments accumulated in an an- what caused this mass extinction. aries between the geologic time cient ocean, which was the fore- periods were marked by mass runner of today’s Atlantic Ordovician Period extinctions. Geologists con- Ocean. These sediments would 505 to 440 million years ago later form the sedimentary rocks tinue to study rock formations During this period, the tec- that are the “parent rocks” to today to put together a more ac- tonic plates carrying the conti- those found in the Alligator curate history of our planet. nents of Africa and North Back Formation near Stone Note: The earth’s history is America began to move to- Mountain State Park. divided into four eons: Phan- wards each other. The sedi- erozoic, Proterozoic, Archean mentary rocks formed during and Hadean. Because there are PHANEROZOIC the Late Proterozoic era were no ancient rocks from the EON... folded and metamorphosed as Archean or Hadean in North the ancient ocean basin closed. 544 million years ago to the Carolina, we will concentrate Also during the Ordovician present on the two more recent eons – period, a few very primitive Phanerozoic and Proterozoic. plants evolved to live on land. PALEOZOIC ERA However, most life forms were PROTEROZOIC “Age of Ancient Life” still evolving in the oceans. 544 million to 248 million years Bivalves, like clams and oys- EON... ago ters, developed during this pe- 2.5 billion years ago to 544 riod, along with most of the million years ago Cambrian Period other invertebrates (animals The Proterozoic eon is di- 544 to 505 million years ago without a backbone). Starfish, vided into three eras: Early, This period marks the first brittle stars, hard corals and Middle and Late. The oldest appearance of fossil shells. The crinoids were some of these in- known rock in North Carolina most common shelled animal of vertebrates. Very primitive, (Roan Mountain) dates to the this time was the trilobite. Tri- jawless fishes also developed

Stone Mountain State Park, NC 3.2.6 October 2002 during this period. Fish are one vertebrate animals that live part Permian Period kind of vertebrate, or animal of their life in water and part on 286 to 248 million years ago with a backbone. A mass ex- land, evolved. The first forests During the 38 million years tinction ended this period, when with giant horsetails and tree of the Permian period, the ma- many of the remaining trilobites ferns were found during the rine invertebrates specialized and some of the early fish and Devonian period. The first into many different forms. The sponges died out. seed-bearing plants also evolved ginko tree first appeared. Rep- then. Mass extinction marked tiles and amphibians continued Silurian Period the end of this period – 25 per- to develop. One of the most cent of all species disappeared. 440 to 410 million years ago important groups of reptiles This period is marked by the from this period was the pely- development of extensive coral Mississippian Period cosaurs, ancient forerunners of reefs in the ocean. No new ma- 360 to 325 million years ago the mammals. Each pelycosaur jor forms of life developed dur- During this period almost all had a tall, sail-like projection ing this period. All of the life of North America was covered on its back that was supported that had previously evolved by oceans. Crinoids, feather by spines from its backbone. continued to flourish with the stars and sea lilies flourished in The sail was probably used to exception of the trilobite, which the oceans. The trilobites con- help heat and cool its body. continued to become rarer. tinued to decline. This period ended with the Millipedes and scorpions may most severe of all mass extinc- have begun to live on the land. tions – 96 percent of all species were lost. Devonian Period 410 to 360 million years ago MESOZOIC ERA During this period, North “Time of Middle Life” America and Africa continued 248 to 65 million years ago to move closer together. Pennsylvanian Period Magma generated deep in the 325 to 286 million years ago Triassic Period earth from the continental colli- The Pennsylvanian period 248 to 213 million years ago sion moved upward and formed was a time of mountain build- the plutons of igneous rock During the Triassic period, ing and the loss of many of the the supercontinent Pangea be- found today at Stone Mountain, shallow seas. Africa and North Mt. Airy and Spruce Pine. gan to break apart. Africa sepa- America collided and became rated from North America and The Devonian period is also part of the supercontinent the Atlantic Ocean began to called the Age of Fishes be- known as Pangaea. form. At the same time, rift ba- cause the early, primitive forms During this period, many of sins, large cracks in the earth’s of fish multiplied and diversi- the marine species declined, but crust, developed along the east- fied – sharks, rays and bony the first insects and reptiles ern side of the mountains from fishes. A giant, 30-foot long evolved. The largest insect that New England to Florida. fish called the Dunkleosteus did ever lived, a dragonfly with a At the beginning of the not have any teeth, but the wingspan of 29 inches, lived Triassic, there was very little bones in its jaw were as sharp during this time. Most of the marine life left after the mass as knives. land was covered with swampy extinction that ended the Per- Other invertebrates began to forests. Conifers first devel- mian period. The first modern live in fresh water during this oped during the Pennsylvanian corals developed. The entire period. The first amphibians, period.

Stone Mountain State Park, NC 3.2.7 October 2002 Mesozoic era is known as the Age of Reptiles because the Eocene Epoch reptiles developed to dominate 55.5 to 33.7 million years ago the air, land and sea. The first Eocene means the dawn of dinosaurs appeared near the end ered by shallow seas. Ptero- of the Triassic. These dino- recent life. Mammals continued saurs, the flying reptiles, be- to diversify, giving rise to saurs were the saurichians, came more specialized. Some which walked on two feet and whales, sea cows, bats, early of the Cretaceous dinosaurs in- horses and rhinoceroses. had stabbing teeth. Crocodiles clude tyrannosaurs, ankylosaurs also appeared at the end of the and the duck-billed dinosaurs. Oligocene Epoch Triassic. Lizards, turtles and Flowering plants, bees and but- marine reptiles, like the plesio- terflies also evolved during this 33.7 to 23.8 million years ago saurs, also evolved in the Trias- time. The end of the Creta- Oligocene means “few sic. Finally, the first mammal, ceous was marked by a mass recent (kinds of life).” Dogs, a small mouselike animal that extinction, second only to the rats, camels, cats and pigs all ate insects, evolved. The Trias- extinction that marked the end multiplied during this time. sic ended with a mass extinc- of the Permian. All of the dino- Sloths, armadillos and guinea tion in which 25 percent of all saurs went extinct, along with pigs all evolved separately in species became extinct. marine reptiles, pterosaurs, South America. many corals, sponges and other Jurassic Period marine invertebrates. Miocene Epoch 213 to 145 million years ago 23.8 to 5.3 million years ago Oysters, crabs, lobsters, sea The “less recent” epoch urchins and shrimps developed CENOZOIC ERA lasted for 19 million years. in the oceans. The stegosaurus “Time of Recent Life” Saber-toothed cats, and the pterosaurs (flying rep- 65 million years to present elephants, tiles) appeared during this time. apes, The mammals were still quite Tertiary Period monkeys, small, but more diverse. The 65 to 1.8 million years ago giraffes Jurassic period marks the evo- (Five Epochs) and cattle are lution of the first bird. Insects some of the continued to become more di- Paleocene Epoch mammals that evolved and mul- verse. tiplied during this epoch. 65 to 55.5 million years ago Cretaceous Period Much more dry land was ex- Pliocene Epoch posed as the seas dried up dur- 145 to 65 million years ago 5.3 to 1.8 million years ago ing the Paleocene or “old recent The Atlantic Ocean contin- life” epoch. The entire Tertiary The vegetation of the Plio- ued to widen. Weathering and is known as the Age of Mam- cene was much like today’s. erosion began to reduce the mals because many different Australopithecines, the ances- height of the once-lofty Appa- kinds of mammals developed tors of humans, evolved during lachian mountains. The rock during the 63 million years of the Pliocene. The mammals formation that we call Stone this period. Along with the de- that had evolved during the Mountain today may have just velopment of hoofed mammals, other epochs continued to mul- begun to be exposed at the rodents, and squirrel-like pri- tiply and spread throughout the earth's surface. mates on land, sharks were earth. Much of the land was cov- abundant in the oceans.

Stone Mountain State Park, NC 3.2.8 October 2002 Quaternary Period How do geologists determine the age of a rock for- 1.8 million years ago to the mation? present (Two Epochs) They use two methods: rela- Relative dating is much Pleistocene Epoch tive dating and absolute dating. less precise and depends on the 1.8 million to 8,000 years ago relationships between rocks. Absolute dating is used for For example, in undisturbed There were at least four metamorphic rocks and igneous sedimentary rocks, the oldest glacial advances during the rocks, such as the granodiorite at layer is always found at the Pleistocene epoch, or Ice Stone Mountain. This method is bottom. And, rock units that Ages. Most notably during based on the natural decay of ra- cut across, or intrude into other this epoch, Homo sapiens, or dioactive elements found in rocks are younger than the humans, evolved – probably in some rocks. As a radioactive rocks they cut into. Geologists Africa. During the Ice Ages, element decays, it changes into a also use fossils in sedimentary wooly mammoths, mastodons, different element (a breakdown rocks to help them determine and wooly rhinoceroses were product). This decay rate is con- the relative ages of these rocks. common. During the warmer stant over time and can be ob- Rocks that have the same or periods, giant ground sloths, served and measured in the labo- similar fossils are most likely saber-toothed cats, lions, ratory. Knowing the decay rate the same age. wolves, bison, camels, cattle for a given element, geologists Using relative and absolute and horses were common. can calculate the approximate dating, geologists can piece to- Many of the large mammals age of a rock. They measure the gether a geologic history of the went extinct at the end of this amount of the original radioac- earth. As they make more ob- epoch. Some scientists think tive element still left in the rock servations of rocks, they may that it may have been due to and compare it to the amount of discover new relationships be- hunting by the early humans, the breakdown product found in tween various rock units and, but no one knows for sure. the rock. This technique can as a result, they may need to provide an approximate date for recalculate dates. Geologists Holocene Epoch when an igneous rock, such as are constantly looking to im- 8,000 years ago to present granodiorite, crystallized from prove the geologic time scale The climate of the present magma. and they revise it regularly. epoch is much warmer than the climate of the Ice Ages. Humans may be playing a role in this global warming. The human population continues to expand. Humans are playing a greater role in causing extinctions, particularly in the rain forest regions of the world.

Stone Mountain State Park, NC 3.2.9 October 2002 Events in Geological History

Millions of Years Ago Event

4500 +++ ...... Planet formed. Hadean eon begins. 4000 ...... By now, earth has a relatively stable crust with oceans and primitive atmosphere. 3800 ...... Age of some of oldest rocks on earth’s surface today. Hadean eon ends; Archean eon begins. 3400 ...... Primitive, single-cell life appears. 2500 ...... Archean eon ends; Proterozoic eon begins. Algae have evolved – photosynthesis begins. 1800 ...... Oldest known rock in North Carolina. 1100 ...... An old supercontinent collides with another, causing a mountain-building event called the Grenville orogeny. Pre-existing older rocks are metamorphosed. These are the “ basement” rocks of the Blue Ridge. 800 ...... The old supercontinent begins to pull apart; ancient ocean basin forms. Sediments (weathered pieces of “ basement” rocks) accumulate and will eventually become the rocks of the Alligator Back Formation. 544 ...... Proterozoic eon ends; Phanerozoic eon begins. Cambrian period begins – First animals with shells appear in oceans, e.g., trilobites. 505 ...... Ordovician period begins – The continents of North America and Africa begin moving towards each other. Volcanic island chain collides with North American plate. Sedimentary rocks of Alliga- tor Back Formation are folded and metamorphosed. This event is called the Taconic orogeny. 440 ...... Silurian period begins – Uplift continues, along with some erosion. 410 ...... Devonian period begins – Plants are thriving on land above the sea; first land animals appear; insects are common. Another mountain-building event called the Acadian orogeny occurs. 390 ...... Magma deep within the crust rises, cools and crys- tallizes to form plutons, such as the one exposed at Stone Mountain today. 360 ...... Mississippian period – Time of uplift and erosion. 325 ...... Pennsylvanian period – Time of uplift and erosion. 300 ...... Reptiles appear. 286 ...... Permian period begins – Final collision of North America and Africa. Large masses of rock are pushed westward and piled up to form the Appala- chians. The event is called Alleghanian orogeny.

Stone Mountain State Park, NC 3.2.10 October 2002 Millions of Years Ago Event

248 ...... Triassic period begins – Supercontinent called Pangea begins to pull apart. Weathering and erosion of Piedmont and mountains. 225 ...... Faulting and rifting creates Atlantic Ocean and the Triassic basins. 213 ...... Jurassic period begins – Dinosaurs rule! First mammals appear. 200 ...... Erosion continues – Overlying rocks are removed, gradually exposing the Stone Mountain pluton. 145 ...... Cretaceous period begins. 78 ...... Modern fish appear. 70 ...... Dinosaurs become extinct; Rocky Mountains pushed up. Weathering and erosion continue in the Piedmont and mountains of North Carolina. 65 ...... Tertiary period begins with Paleocene epoch – Limestone deposited in Coastal Plain; weathering and erosion continue in Piedmont and mountains. 60 ...... Beginning of the Age of Mammals; first hoofed mammals and primates appear. 55.5 ...... Eocene epoch begins. 33.7 ...... Oligocene epoch begins. 23.8 ...... Miocene epoch begins – Phosphate is deposited in eastern North Carolina. 5.3 ...... Pliocene epoch begins – Erosion of Piedmont and Appalachian Mountains to their present rugged features. 1.8 ...... Quaternary period begins with the Pleistocene epoch. 1 ...... Time of Ice Ages.

Thousands of Years Ago Event

100 ...... Neanderthal man walks the earth. 40 ...... Modern humans (Homo sapiens) appear. 30 ...... People first cross over to North America. 20 ...... Physical evolution of humans as we know them today is complete. 15 ...... Ice sheets still cover much of North America, but not North Carolina. 10 ...... Groups of people in North America begin to settle down in villages. 8 ...... Holocene epoch begins – glaciers retreat. 0 ...... Present time.

Geologic Time Information Courtesy of the North Carolina Geological Survey

Stone Mountain State Park, NC 3.2.11 October 2002 Abbreviated Events in Geological History Most geologists think that the earth is about 4.5 billion years old. Let’s squeeze this vast amount of time into one day, a 24-hour cycle. On this scale, one second represents 52,000 years! Here are some benchmarks in this special 24-hour day. Notice that most of the events occurred just a few hours before midnight!

Compressed Event Approximate Time Real Time

12:00 Midnight Planet Earth is born. 4.5 billion years ago

6:30 AM Earliest life forms appear (bacteria). 3.3 billion years ago

10:00 AM Blue-green algae appear & photosynthesis 2.6 billion years ago begins.

2:30 PM Oldest known rock in North Carolina 1.8 billion years ago forms.

7:45 PM Layers of sediment accumulate in an 800 million years ago ancient ocean. This is the origin of the rocks of the Alligator Back Formation.

8:15 PM Soft-bodied sea creatures appear. 700 million years ago

9:00 PM Hard-shelled sea creatures appear. 550 million years ago 9:15 PM North America and Africa begin moving 500 million years ago towards each other; sedimentary rocks in Alligator Back Formation metamorphose.

10:00 PM First land plants and animals appear; 400 million years ago amphibians follow soon after; granodiorite pluton (now Stone Mountain) forms.

10:25 PM Early reptiles and flying insects appear. 300 million years ago

10:40 PM Dinosaurs appear. Supercontinent known 250 million years ago as Pangea begins to pull apart.

10:50 PM Atlantic Ocean forms; erosion removes 220 million years ago rocks overlying Stone Mountain pluton; small mammals appear.

11:00 PM Birds appear. 195 million years ago

11:40 PM Early primates appear; dinosaurs become 65 million years ago extinct. Erosion continues.

11:59 PM Humans arrive seconds before midnight. 1 million years ago or less

Stone Mountain State Park, NC 3.2.12 October 2002 Pre-Visit Activity #3 Mineral Study

Major Concepts: sandpaper, polishing Objectives: • Composition of minerals compound (car wax), • Name three minerals • Crystal shape computer chip (or picture of • Properties and uses of min- computer), calculator, sand, found in the granodiorite erals fertilizer, drinking glass, rock at Stone Mountain. ceramic dish, soap, abrasive • Describe the chemical Learning Skills: cleanser or scouring powder, composition and crystal • Observing, classifying, roofing shingle, piece of shape of feldspar, quartz inferring fabric, sheet of paper, paint • Noting important details can, Christmas-tree “snow,” and biotite. and drawing conclusions plastic bottle, rubber band, • List at least two uses for • Reading charts, tables and lipstick, cold cream, and feldspar, quartz and bi- maps vitamins. otite. Subject Areas: Credits: Adapted from the • Science “Uses of Minerals and Rocks Educator’s Information: • English Language Arts Mined In North Carolina” and n this activity, the • Social Studies “Your House Comes From a students will study miner- * See Activity Summary for a Mine!” activities found in the I Correlation with DPI North Carolina Geological als usually found in grano- objectives in these subject Survey’s Mineral and Rock Kit diorite rock. (The rock that areas. Guide. Facts and statistics in makes up Stone Mountain is Student’s Information were classified as granodiorite.) Location: Classroom provided by NCGS. The students will read about Group Size: 30 or less the chemical composition, crystal structure and uses of Estimated Time: 45 minutes; each mineral. Optional ac- more time if do additional tivities are suggested to give activities the students additional expe- Appropriate Season: Any riences with these minerals.

Materials: Provided by the educator: Per student: Student’s Information; Optional - mineral crystal cutout page(s); Periodic Table Per class: Specimens of quartz, feldspar, biotite and hornblende (crystals if possible); Optional – specimens of rocks with visible mineral crystals and magnifying glasses. Per class: Large box containing some of the following items – quartz watch, amethyst ring or necklace, pressure gauge, camera, eyeglasses,

Stone Mountain State Park, NC 3.3.1 October 2002 Instructions: Optional Activities: each mineral. What uses 1. Place pieces of quartz, 1. Younger students might can students find for each feldspar and biotite in three enjoy creating mobiles of mineral? different locations in the mineral crystals from the 4. Have students locate classroom. Note: Samples Two Dimensional Cutouts Spruce Pine, North Carolina, of these minerals can be page provided in this activ- on a state map. Older stu- found in the Rock and Min- ity. Or students can create dents can refer to the “ Gen- eral Kit from NC Geological three-dimensional models of eralized Geologic Map of Survey. If possible, try to a quartz or feldspar crystal North Carolina” from NC include specimens or photo- using the Three-Dimen- Geological Survey for a graphs that show the crystal sional Cutout page in this small state map showing lo- shape of each mineral. activity. cations of principal mineral- Place the other items listed 2. Provide samples of gran- producing areas. Using ref- in the Materials section in a ite or granodiorite and/or erence guides and a map of large box in the front of the other rocks that contain vis- North America, find other room. Photocopy the ible mineral crystals or locations where quartz, feld- Student’s Information for grains. Ask students to ob- spar and biotite are mined. each student. serve the rocks using a mag- 2. Ask students to read the nifying glass or dissecting Assessment: Student’s Information, care- microscope and draw what Use the test provided at fully underlining or noting they see. Note that granite the end of this activity, or important ideas. Then have and granodiorite are similar. create one of your own. students come, one at a time, However, granodiorite con- to take an item from the box tains less potassium feldspar and physically place it next (orthoclase) and more of the Extension: to the main mineral used to sodium-rich plagioclase If you have extra samples create it. Students should do feldspar. Granodiorite also of minerals, students can this quickly without talking usually contains more dark- perform hardness tests on to others. colored minerals such as bi- them, or study fracture/ 3. When all the items are otite and hornblende. The cleavage. Allow students to placed, ask if everyone granodiorite at Stone Moun- devise their own classifica- agrees with the placement. tain is composed mostly of tion schemes for the mineral Move items to another feldspar, quartz and biotite. specimens you provide. mineral’s location if good Hornblende, if present, is arguments can be made for difficult to see. doing so. Note that some 3. Ask students to use the items are made from more periodic table provided in than one mineral – there this activity to list all the el- could be more than one cor- ements found in biotite, the rect answer. Use the feldspar group, and horn- Student’s Information to blende. Then, have the stu- check for accuracy and to dents find chemical formu- discuss how each of the las for other minerals in ref- minerals is used to produce erence books or field guides. specific items. Again, list the elements in

Stone Mountain State Park, NC 3.3.2 October 2002 Student’s Information:

ife has always depended The minerals easily seen in Lon minerals. Today, Stone Mountain granodiorite plants, animals and people are quartz, feldspar and bi- get their essential nutrients otite. The quartz looks like from minerals and their pieces of clear to gray glass; building blocks, the ele- feldspar is dull white; and, including pressure gauges, ments. biotite looks like shiny black oscillators, resonators and A mineral is a naturally- flakes. If present, horn- wave stabilizers. formed, inorganic substance blende appears as glassy, Because of its transparency with specific physical prop- black needles. and ability to affect the erties. Each mineral has a These four minerals are transmission of light rays, definite chemical composi- called silicate minerals be- quartz is used to make the tion and a distinctive crystal cause they all contain the el- glass in many optical instru- shape. For example, the ement silicon. Since they ments. Examples are cam- mineral quartz always has a contain some of the same el- era lenses, telescope mirrors, chemical formula of SiO2, ements, they have some eyeglasses and heat-ray silicon dioxide. This means similar properties and uses. lamps. High-quality, North that quartz is made up of two But, they also have unique Carolina quartz was used to elements: Si for silicon and properties and uses all their make the mirror in the fa- O for oxygen. own! mous telescope at the Mt. The chemical formula or Palomar Observatory in composition of a mineral California. helps to determine the shape QUARTZ Quartz is a semiprecious of its crystals. Quartz crys- Chemical stone. Amethyst jewelry is tals are hexagonal, or six- formula: SiO2 made from purple quartz. sided. Quartz specimens Crystal shape: Six-sided Many other fine gem speci- found all over the world have prisms that end in pyramidal mens of quartz found in North these same characteristics. points. Carolina include citrine or No mineral except quartz has Physical Properties and yellow quartz, smoky or gray this same set of characteris- Uses: quartz, rutilated quartz tics. (needlelike crystals of rutile Quartz displays piezoelec- The igneous rock found at are imbedded in the quartz), tricity – pressure on a Stone Mountain State Park is and adventurine or green quartz crystal causes electri- called granodiorite. In this quartz. Ground-up quartz is cal charges to be produced activity, you will focus on used in industry to create ce- across the crystal. An elec- four minerals found in most ramics, hydraulic cements, trical charge placed on the granodiorite rocks. The four water filtration units, sand- crystal will cause it to vi- minerals are quartz, feldspar, paper, polishing compounds brate. This property makes biotite and hornblende. Be- and scouring powder. It is quartz the main component cause the magma that formed also used as a filler in cos- in watches, computer chips, this rock cooled slowly in- metics (lipstick and cold transistors for radios and side the earth's crust, the cream), pharmaceuticals (vi- calculators, solar cells, and mineral grains are large tamins and minerals), and other precision instruments enough to be easily seen. rubber (rubber bands).

Stone Mountain State Park, NC 3.3.3 October 2002 FELDSPAR Fiberglass insulation is Mica is used in many made from fused quartz and products including paints, The name “feld- plastics, plasterboard, wall- spar” actually feldspar. Many of the more than 70 board joint cement, well- refers to a group drilling muds, roofing, weld- of minerals. varieties of feldspar can be cut into gems or rounded ing rods, rubber, cosmetics Chemical formula: varies into beads. Varieties found (lipstick and cold cream) depending on the type of in North Carolina are moon- and cement. feldspar, and there can be stone with a pearly luster, more than one type in the amazonite (blue-green feld- HORNBLENDE same rock. For plagioclase spar), and sunstone which feldspars, formulas range Chemical displays flashes of color. formula: Ca Na from NaAlSi O to 2 3 8 (Mg,Fe ) CaAl Si O , and for 2 4 2 2 3 BIOTITE (Al,Fe ,Ti) orthoclase (potassium 3 (Al,Si) O feldspar) the formula is 8 22 (O,OH)2 KAlSi3O8. Crystal shape: prismatic Crystal shape: prism- shaped, rectangular Physical properties and uses: Physical properties and Chemical formula: K(Mg,Fe) Si O (OH) Hornblende belongs to a uses: 3 3 10 2 group of minerals called the Feldspar is mined from Crystal shape: tabular with amphiboles. Although pegmatite and other intru- six sides hornblende has no real com- sive igneous rocks at Spruce Physical properties and mercial value at this time, it Pine, North Carolina, in uses: is rich in iron. In the future, Mitchell County. North Large, thin translucent rocks with large amounts of Carolina provides about 70 sheets of biotite (the dark- hornblende might be used as percent of the world’s feld- colored form of mica) were a source of iron. Think spar. once used to make heat-re- about all the ways we use sistant windows in ovens, iron in our daily lives. Iron toasters and furnaces. In is used in making steel for our state, muscovite (the cars, appliances, buildings, light-colored form of mica) cans, tools, farm and factory is mined from pegmatites machinery, pipes, shovels, Feldspar is an important and alaskite in Avery, and more. industrial mineral used in Mitchell and Cleveland Hornblende is a major many products: glass and counties. North Carolina component of amphibolite, ceramics, pottery and mines produce about 65,000 which is one of the common enamel ware, soaps, abra- metric tons of metamorphic rocks of the sive cleaners, bond for abra- scrap mica Alligator Back Formation sive wheels, cements and (ground-up surrounding Stone Mountain concretes, insulation, fertil- mica) per State Park. Pieces of am- izer, poultry grit, roofing year valued at phibolite are also found as materials (shingles), and over $3.5 mil- xenoliths in the granodiorite filler in textiles and papers. lion. of Stone Mountain.

Stone Mountain State Park, NC 3.3.4 October 2002 Two-Dimensional Cutouts

Biotite

Hornblende

Quartz

Feldspar

Stone Mountain State Park, NC 3.3.5 October 2002 Three-Dimensional Cutouts

Quartz Crystal

Stone Mountain State Park, NC 3.3.6 October 2002 Three-Dimensional Cutouts continued

Feldspar Crystal

Stone Mountain State Park, NC 3.3.7 October 2002 O

Helium

IXe

FNe

VII

Cl Ar

Iodine Xenon

Br Kr

At Rn

Chlorine Argon

Fluorine Neon

Astatine Radon Lutetium

Bromine Krypton

Lawrencium

103

Sulfur

ellurium

Yb Lu

Oxygen

No Lw

Ytterbium

Nobelium

Selenium Polonium

102

34 84

Thulium

Arsenic

Bismuth

Antimony

Mendelevium

101

Tin

Si P

Lead

Silicon Phosphorus

Erbium

Carbon Nitrogen

Sn Sb

Pb Bi

Ge As

Fermium

Germanium

100

III

Boron

Indium

Callium

Thallium

Aluminum

31 81

Zinc

Mercury

Holmium

Cadmium

Einsteinium

30 80

IB IIB

Gold

Cf Es

Silver

Dy Ho

Copper

Californium

Dysprosium

erbium

Pt Au

Nickel

Ni Cu

Pd Ag

Platinum

Berkelium

Palladium

VIII

Cobalt

Curium

Iridium

Rhodium

Gadolinium

27 77

Iron

Osmium

Europium

Americium

Ruthenium

26 76

(B Groups)

VIIB

Pu Am

Sm Eu

Rhenium

echnetium

Samarium

Plutonium

ransition Elements

Manganese

VIB

WRe

Cr Mn

ungsten

Mo Tc

Chromium

Neptunium

Promethium

Molybdenum

antalum

anadium

Uranium

Niobium

Neodymium

23 73

IVB

itanium

Hafnium

Zirconium

Periodic Table of Elements of Table Periodic

Praseodymium

22 72

IIIB

See

Cerium

Ce Pr

Th Pa

Thorium Protactinium

below

57-71

Scandium

89-103

Sr Y

Barium

Ca Sc

Radium

Calcium Actinium

Beryllium

Strontium Yttrium

Lanthanum

Magnesium

III

Lithium

Cesium

Sodium

Rubdium

Group

Francium

Hydrogen

Potassium

19 55

1 11 Period

▼

Stone Mountain State Park, NC 3.3.8 October 2002 Mineral Study - Test

Name: ______

1. _____ 2. _____ 3. _____ 4. _____ Match the crystal shape with the mineral:

B = Biotite F = Feldspar H = Hornblende Q = Quartz

Match the chemical formula with the mineral:

1. _____ Ca2Na(Mg,Fe2)4 (Al,Fe3,Ti) (Al,Si)8O22 (O,OH)2

2. _____ SiO2

3. _____ NaAlSi3O8

4. _____ K(Mg,Fe)3Si3O10(OH)2

Match the uses with the correct mineral:

1. _____ Plastics, paints and cosmetics

2. _____ Source of iron

3. _____ Watches, computer chips, telescopes

4. _____ Fertilizer, poultry grit, ceramics

Stone Mountain State Park, NC 3.3.9 October 2002 Mineral Study - Test - ANSWERS

Name: ______

1. H 2. B 3. Q 4. F Match the crystal shape with the mineral:

B = Biotite F = Feldspar H = Hornblende Q = Quartz

Match the chemical formula with the mineral:

1. H Ca2Na(Mg,Fe2)4 (Al,Fe3,Ti) (Al,Si)8O22 (O,OH)2

2. Q SiO2

3. F NaAlSi3O8

4. B K(Mg,Fe)3Si3O10(OH)2

Match the uses with the correct mineral:

1. B Plastics, paints and cosmetics

2. H Source of iron

3. Q Watches, computer chips, telescopes

4. F Fertilizer, poultry grit, ceramics

Stone Mountain State Park, NC 3.3.10 October 2002 On-Site Activity #1 Igneous Intruder

Major Concepts: can, water, samples of grano- Objectives: Part I diorite, hand lenses Part I: • Intrusive igneous rock Part II: •Describe and illustrate • Erosion Provided by the park: 15 hand how Stone Mountain was • Landforms – pluton and ex- lenses formed. foliation dome Special Considerations: •List three minerals found Part II Part II of this on-site activity in the granodiorite of • Weathering and erosion will require hiking, which Stone Mountain. • Land use could expose the students to •Demonstrate awareness • Succession hot, humid conditions as well of the importance of plu- as ticks, bees and snakes. tons or exfoliation domes Learning Skills: Accessibility to some of these • Observing, communicating, areas may be difficult for to human society. inferring, making models persons with special needs. • Writing descriptive and ex- Leaders should make students pository text Part II: aware of hazards associated •Describe five factors that with rocks, high places and Subject Areas: water. can cause rocks to • Science weather. • English Language Arts • List five agents of • Social Studies *See Activity Summary erosion. for a Correlation with • Describe bare DPI objectives in these rock succession and subject areas. soil formation. • List three ways Location: Stone Mountain State Park early settlers used the rocks in this Group Size: 30 or less area and two ways we use them today. Estimated Time: Part I: 1 hour Part II: 1 and 1/2 hours

Appropriate Season: Any

Materials: Part I: Provided by the educator: Per student: pencils, paper, crayons, drawing markers, clipboard, Igneous Intruder Worksheet, Student’s Infor- mation Provided by the park: plywood box, air hose, inflatable rubber ball, inflation needle, bicycle pump, buckets of soil and small rocks, watering

Stone Mountain State Park, NC 4.1.1 October 2002 Part I: Igneous Intruder

Educator’s Information: students will “build a moun- a student pump the bicycle uring this activity, the tain” about one foot high from pump. The rubber ball buried Dclass will participate in a these materials. (A deflated beneath the “mountain” will demonstration that illustrates ball, covered with soil materi- start rising. Pumping air into how geologists think Stone als, will already be in the box the ball represents magma Mountain was formed. The so the students can’t see it. An intruding into the overlying educator should be familiar air hose will be connected to bedrock. As the “magma” with the geologic history of the ball and run to a bicycle continues to intrude, the Stone Mountain given on pump outside of the box.) “mountain” will start to move. page 1.7 of this EELE. Have the students draw a pic- The soil on the “mountain” ture of their “mountain” in box will crack and materials will #1 of the Igneous Intruder be carried down the “moun- Instructions: Worksheet. tain.” Have the students draw 1. Pass around samples of 4. After completing the a picture of how the “moun- granodiorite and have the stu- “mountain building,” have a tain” now appears in box #3 of dents identify the minerals student use the watering can their worksheets. with the hand lenses. The to pour a few gallons of water When resistance is felt feldspar looks white; the on top of the “mountain.” No- against the bicycle pump, quartz is glassy and clear to tice what happens. Soil and have the student stop pump- gray in color; and the biotite smaller rocks are moved from ing. At this point the hidden (mica) resembles shiny black one place to another. Have the ball should be mostly inflated. flakes. (Hornblende, if students draw a picture of how 6. Have a student pour enough present, looks like glassy, the mountain now looks in water on the “mountain” to ex- dark-green to black needles.) box #2 on their worksheet. pose the “face of Stone Moun- How do they think this rock Talk about the geologic tain” (the ball). Have the stu- could have formed? Discuss forces that break up and move dents draw the final appear- the Student’s Information as rocks. Emphasize that mil- ance of “Stone Mountain” in appropriate. lions of years ago, the box #4 of their worksheets. 2. Announce that this activity Appalachian Mountains were 7. Make sure that your stu- simulates a well-accepted geo- much taller than they are dents have a chance to view logical theory explaining how today, but weathering and the actual exfoliation dome of Stone Mountain formed. erosion have removed miles Stone Mountain. Discuss: 3. Have a few students pour of material from them. does the real mountain look the buckets of soil and rocks 5. Discuss what an intrusive anything like the model in the into the plywood box. The igneous rock is, then have demonstration? 8. Have the students find a place by themselves where they can sit down and complete the worksheet. Assessment: Use the test provided for Part I of this activity, or create granodiorite your own.

Stone Mountain State Park, NC 4.1.2 October 2002 Student’s Information - Part I

magine going back in time and crystallized well below the Iabout 250 million years. earth’s surface. It created a The Appalachian Mountains body of intrusive igneous were one to three miles higher rock known as a pluton. than they are today. (They The mountain-building pro- were about as tall as the mod- cess continued. The Appala- ern Alps or Rocky Mountains.) chians reached their greatest Now imagine the rocks form- heights as Africa collided with ing Stone Mountain buried be- North America around 250 neath much of this mountain million years ago. Shortly af- material. How did these rocks ter this, North America and Af- get to the surface of the earth rica began to drift apart. and take on the domelike Weathering and erosion be- shape we see today? came the dominant geological Geologists have a theory. processes in North Carolina. Beginning with careful obser- It took millions of years for vations of the rock formations, weathering and erosion to re- geologists have constructed a move the miles of earth and sequence of events to explain rock lying on top of the pluton. ties such as hiking, bird watch- how Stone Mountain formed. But, finally, the pluton was ex- ing and rock climbing. The story begins with the birth posed at the earth’s surface. The granodiorite that of the Appalachian Mountains As the overlying rock was makes up the Stone Mountain about 470 million years ago. removed, the release in surface pluton is a very hard, light-col- Mountain building is related to pressure caused the plutonic ored, coarse-grained rock. It is the movement of the tectonic rock to expand slightly upward composed primarily of feld- plates that make up the earth’s and outward. Joints and cracks spar (60%) and quartz (30%) crust. About 470 million years formed parallel to the rock’s with lesser amounts of biotite ago, the plates carrying the surface. Thin, curved sheets of and, possibly, other dark-col- continents of Africa and North weathered rock fell away. ored minerals such as horn- America started moving to- Through continued weathering blende. The dull white areas wards each other. and erosion, the mountain took are feldspar; the glassy, clear In association with the plate on a curved, domelike shape. to gray areas are quartz; and movements, pockets or pods of This type of weathering pro- the black flakes are biotite magma formed deep in the cess is called exfoliation and (mica). Hornblende, if earth’s crust about 390 million the resulting landform is present, looks like black to years ago. One of these pods known as an exfoliation dark-green, glassy needles. formed below the rock units dome. The same geological that now make up Alleghany processes continue at Stone The granodiorite pluton at and Wilkes counties. As the Mountain today. Stone Mountain is similar to the one that is mined at Mt. magma rose toward the sur- Exfoliation domes are re- Airy, North Carolina. Mt. face, it “ate” through and in- markable landforms that im- Airy “granite” is a beautiful corporated some of the older press everyone with their sce- stone used worldwide in the rock formations it was moving nic beauty. They provide construction of buildings and through. The magma cooled many recreational opportuni- monuments.

Stone Mountain State Park, NC 4.1.3 October 2002 Igneous Intruder Worksheet

Draw a series of pictures illustrating how Stone Mountain formed.

Box #1 Box #2

Box #3 Box #4

Describe how geologists think the pluton and exfoliation dome of Stone Mountain might have formed.

List and describe three minerals you can easily see in the granodiorite of Stone Mountain.

Explain the importance of state parks and other protected lands in preserving areas of significant natural beauty.

On the back of this paper, create your own theory to explain how Stone Mountain might have formed. What evidence would you look for in the park to support your ideas?

Stone Mountain State Park, NC 4.1.4 October 2002 Igneous Intruder Answer Sheet

Draw a series of pictures illustrating how Stone Mountain formed.

Box #1 Box #2

Box #3 Box #4

Describe how geologists think the pluton and exfoliation dome of Stone Mountain might have formed. A pocket of magma formed several miles deep in the earth. The magma rose upward and cooled slowly beneath the earth’s surface, creating a pluton of intrusive igneous rock called granodiorite. Later, forces of weathering and erosion stripped away the overlying rocks. As the miles of earth and rock overlying the pluton were removed, the release in surface pressure caused the rock mass to expand upward and outward. As it expanded, cracks formed parallel to the surface and large slabs, or exfoliation sheets, fell off. These curved exfoliation sheets help to define the mountain’s dome shape. List and describe three minerals you can easily see in the granodiorite of Stone Mountain. (1) feldspar - dull white; (2) quartz - glassy, clear to gray; (3) biotite - shiny black flakes Explain the importance of state parks and other protected lands in preserving areas of significant natural beauty.

(Sample Answer; student responses may vary.) With an ever-growing human population, state parks are needed to preserve and protect scenic wild lands. Through our state parks, future generations will have many of the same opportunities to enjoy nature and explore rock formations as we do today.

On the back of this paper, create your own theory to explain how Stone Mountain might have formed. What evidence would you look for in the park to support your ideas? Accept any answer as long as the student suggests evidence to support ideas. This question could lead to other investigations or, at least, give the instructor more information about the student's thought processes.

Stone Mountain State Park, NC 4.1.5 October 2002 Part I: Test for Igneous Intruder

Name: ______List and describe three minerals found in granodiorite rock at Stone Mountain State Park. Be sure to list the minerals in order from most abundant to least abundant in the granodiorite.

1. ______2. ______3. ______

How did the landform known as Stone Mountain form? Geologists have developed a theory to explain how Stone Mountain formed. Below you will find events in the geological history of Stone Mountain. Number these six events in order from the oldest event to youngest event. The event that you call #1 should have occurred first (oldest) and #6 should have occurred last (most recent).

_____ Millions of years of erosion remove much of the rock lying on top of the granodiorite pluton. The pluton is exposed at the earth’s surface. _____ The pod of magma begins to rise upwards, pushing through the older, overlying rock. _____ Large, curved sheets of weathered rock form and are eroded away, creating a dome-shaped mountain, called an exfoliation dome. _____ Rocks begin to melt deep in the earth’s crust as a result of mountain- building activity. A pod of magma forms. _____ Joints and cracks form parallel to the surface of the rock as it weathers. The rock expands slightly upwards and outwards. _____ The magma cools slowly. Finally, the magma solidifies to form a pluton of granodiorite rock, located several miles below the earth’s surface.

On the back of this paper, explain why you agree or disagree with the following: Unusual landforms, such as the exfoliation dome of Stone Mountain, should be protected and preserved for future generations. Note: There are no right or wrong answers. You will be graded only on your writing.

Stone Mountain State Park, NC 4.1.6 October 2002 Part I: Test Answers

Name: ______List and describe three minerals found in granodiorite rock at Stone Mountain State Park. Be sure to list the minerals in order from most abundant to least abundant in the granodiorite.

1. Feldspar - looks dull white 2. Quartz - looks glassy, clear to gray 3. Biotite - looks like shiny black flakes

4 Millions of years of erosion remove much of the rock lying on top of the granodiorite pluton. The pluton is exposed at the earth’s surface. 2 The pod of magma rises upwards, pushing through the older, overlying rock. 6 Large, curved sheets of weathered rock form and are eroded away, creating a dome-shaped mountain, called an exfoliation dome. 1 Rocks begin to melt deep in the earth’s crust as a result of mountain- building activity. A pod of magma forms. 5 Joints and cracks form parallel to the surface of the rock as it weathers. The rock expands slightly upwards and outwards. 3 The magma cools slowly. Finally, the magma solidifies to form a pluton of granodiorite rock, located several miles below the earth’s surface.

Stone Mountain State Park, NC 4.1.7 October 2002 Part II: Rock Walk

Educator’s Information: Stop 1: Field at Base of weathering and erosion. Stone Mountain Next, sand and soil are washed he class will take a short Read Aloud: or blown into the weathered hike on the self-guided T This field is a pasture cre- pit. Mosses and grasses start nature trail at the base of ated by early settlers. It is growing in the collected soil. Stone Mountain to see evi- maintained by the park to help They help hold moisture and dence of weathering, erosion, preserve the cultural past and add organic material that en- deposition and succession. provide a vista of the moun- riches the soil. Over time, The group will walk a trail tain for visitors. Look at the more soil accumulates and over rocks, roots and water, so surface of the field. Notice the eventually, if the soil is rich caution is needed to prevent mounds and shallow ditches and deep enough, trees and injury. that were used to control the shrubs are able to survive. As direction and force of running the trees get taller and more Instructions: water to help prevent erosion. top heavy, winds will some- 1. Discuss basic trail safety Deer and rabbits use the field times blow them over, for they information with the students. as a food source and can often are not deeply rooted. The soil (See Special Considerations on be seen grazing here. mat is lifted out by the tree’s page 4.1.1.) Remind the stu- roots and then is often washed As you look at the south- away. The whole process of dents that the purpose of the facing slope of Stone Moun- building up the soil in the state parks system is to pre- tain, notice the shape of the weathered pit then starts over serve and protect our natural rock and the trees growing on again. resources. They should not it. Also, notice the Great pick, injure or destroy any Arch, which was formed when The plants that live in these plants or animals. Rocks part of the mountain’s rock ex- weathered depressions have to should not be removed from foliated. contend with desertlike condi- the park. tions. The soil is often sandy The trees you see growing and poor in nutrients, just like 2. Discuss the Student’s Infor- on the mountain are part of a desert soils. Most of the time mation with the class before never ending cycle called bare the soil is very dry because of arriving at the park. For each rock succession. First, a shal- stop, have one of the students rapid evaporation of the mois- low depression forms, due to read aloud that stop’s information as the rest of the class looks for and identifies the objects and processes described. Note: If you prefer an inquiry- based aproach, allow the students to explore the area around each stop and develop their own questions. Use the material given here as background information to help you guide student discovery.

Stone Mountain State Park, NC 4.1.8 October 2002 ture by wind and sun. The go over the information given Teacher Instructions: plants also have to adapt to there. Explain the park’s rules Have the students practice high light intensity caused by and regulations regarding rock climbing these two boulders the reflection of sunlight off climbing. to let them experience how the rock. The rock surface Stop 3: Practice Rocks difficult rock climbing can be temperature in summer often Read Aloud: and what granodiorite rock exceeds 100 degrees F. These feels like. Have several stu- desertlike conditions place the The first rock has a slanted dents push up on the balanced plants under a lot of stress, surface where we can practice rock. They will get an appre- causing them to grow more friction climbing. Stone ciation of just how heavy gra- slowly than identical species Mountain is famous among nodiorite is, as they will not be growing in a better habitat. climbers as one of the best able to move the rock at all. The trees growing on the rock friction climbing mountains As the students hike to Stop 4, are often stunted and gnarled in the Southeast. The second just off the nature trail at the from the harsh environment. practice rock has shallow in- base of the mountain, call their This gives them a “bonsai” dentations in the rock, called attention to the number of trees character that is both intriguing lentils, that can be used for growing on top of the rocks. handholds and footholds. and beautiful. Stop 4: Base of Stone Stop 2: Climbing Display Next is the balanced rock. Mountain The top surface of the bottom Exhibit Read Aloud: rock has black moss growing Read Aloud: on it. The firmly anchored Over time, many of the Granodiorite boulders of moss obviously needs no soil, rocks at the base of the moun- various shapes and sizes are just the rough rock surface. tain have become rounded by scattered everywhere. All It is slowly breaking down this the rainwater pouring off Stone these rocks broke off Stone rock with its small roots, Mountain. The rounding of the Mountain and tumbled down. the acid produced by its stone is caused primarily by This mature forest growing decaying leaves, and its abil- among the boulders is very di- ity to hold moisture longer verse, containing many differ- after a rain than if the ent species of trees. rock surface were bare. The dominant oak here Notice the small rock mate- is the chestnut oak. It com- rial on top of the bottom monly grows on rocky slopes, rock at the base of the bal- where precipitation drains anced rock. This sandy ma- away quickly, leaving the soil terial comes from the bal- very dry most of the time. Al- anced rock as it erodes most all the larger chestnut away. It is a slow but steady oaks are hollow. They provide process. The surface of the homes for many animals, in- balanced rock is rough and cluding woodpeckers, bumpy due to this weather- nuthatches, owls, squirrels, ing process. raccoons, opossums, insects, mice and snakes. Teacher Instructions: While the students are looking at the Climbing Display,

Stone Mountain State Park, NC 4.1.9 October 2002 the sandy particles carried by heavier seed kernels to fall weathering by carbonic acid, the rainwater flowing off back onto the sheet. This pro- which is always present in Stone Mountain. The particles cess is called winnowing. rainwater. Notice the weath- act like sand blasters on the Farmers also used rocks in ered sediments that have rocks at the mountain’s base. the area for building fences, sloughed off the rocks onto the Off to the right, you can see chimneys and support pillars ground. grass, called broomsedge, to keep wooden structures Stop 7: Rock Moss growing out of a crack going away from termites and the Read Aloud: straight up the rock. Also no- rotting effect of moist soil and The rock in front of you is tice the birch tree with most of water. Many of these struc- covered with moss. Similar to its roots exposed on top of the tures can still be seen at old Stop 3, this moss is helping to rock. This shows how adapt- home sites scattered through- slowly weather the rock. able some plants can be. out the park. Mosses also help prevent ero- Teacher Instructions: Stop 6: Rock Weathering sion and flooding by holding Have the students lean for- Read Aloud: moisture from rains and melt- ward and touch the rock. How The odd pockets in these ing snow. They can grow on does it feel? Cold or hot? boulders show the strange soil, rocks, or even the bark of Rough or smooth? shapes that weathering can trees. Some prefer acidic, oth- Return to the Nature Trail produce. Why are the pockets ers alkaline soils. All lack by the same route. shaped this way? Perhaps the roots and true stems; the leaves do not have veins as do the Stop 5: Threshing Rock matrix of minerals in these rocks is not as strongly held leaves of vascular plants. Teacher Instructions: together as that of other boul- Mosses grow from spores Have the students sit on ders. For example, if the rocks produced in capsules. When a the “threshing” rock. had a higher concentration of spore lands on an area with Read Aloud: potassium and magnesium, sufficient moisture, the walls they would be more sus- swell and a filamentous green Years ago, this rock was ceptible than other thread (potonema) grows out. used to thresh the wheat, rocks to chemical Rocks like this one are excel- rye, oats, buckwheat, barley, lent hosts for such growth. peas and beans local farmers The moisture captured in the harvested. To thresh the grain, contours of the rock enhance they would separate the seeds the spores’ chances of germi- from the rest of the plant by nating. using a flail, made from a hickory sapling. The grain Stop 8: Rock Exfoliating was then stored and used for Read Aloud: food. The straw was used Notice the exfoliated slab of for livestock feed, placed in rock on the hillside above. stables or used to fill mattress This chunk of rock has been ticks. The threshing rock was broken loose by ice wedging. also used to separate the cereal Water that freezes each winter grains from the lighter chaff, behind this rock has pushed or husk. The grain was tossed the slab away from the boul- up into the air using a bed der. The slab has broken free sheet. The wind would blow like a piece to a puzzle. Grav- away the chaff, leaving the ity also helped pull the rock

Stone Mountain State Park, NC 4.1.10 October 2002 slab down and away from the evaporates, runs off the land boulder. into bodies of water, or is ab- Look for other rocks that sorbed into the ground. Once seem to be exfoliating. Pay in the ground, the water seeps particular attention to lines or into cracks in rocks, creating a cracks that could one day ex- water table. People who live pand and separate into slabs. in the country often get water Notice the different shapes and from wells that are drilled into sizes of each rock or slab. No these rocks. Quartz two are alike. Springs are also a source of water. A spring occurs when stream, notice all the quartz Stop 9: Alluvial Fan sand that has weathered and Read Aloud: the water table reaches the land’s surface. The water in a eroded from Stone Mountain. This small, relatively flat water table generally contains The dull, whitish gravel is the alluvial fan has been made minerals, such as iron or cop- mineral feldspar. Using a from soil that washed here per that have leached from the hand lens, see if you can find from the steep hollow above. rocks. small, glassy pieces of sand (quartz), black flakes (biotite All the water that flows The average temperature through this fan is an example mica), and copper-colored of water coming from a spring flakes (vermiculite, which is of a watershed. A watershed in this area is 55 degrees F. is the land area from which biotite that has absorbed wa- Before electrical refrigeration, ter). The quartz sand is the surface runoff drains into a mountain families often built stream channel, lake, reservoir most resistant mineral here, a stone structure around a and is the only one durable or other body of water. Look spring, called a “spring house,” for any areas where deposi- enough to be carried by streams where they would store food and rivers all the way to the tion is occurring. Are all the to keep it cool. deposited materials the same ocean. size and shape? What are the Stop 12: Creek Conver- Stop 13: Gravel Trail primary erosional forces caus- gence Read Aloud: Read Aloud: ing the deposition? (Running As we start back along the water and gravity.) Several small creeks or trail through the field, look Stop 10: Ridge Top streams come together in this for signs of erosion. What Read Aloud: area, forming a small marsh. has caused the trail to erode? The ground is squishy under The soil on this ridge is Could it be something as simple foot. Ferns and sphagnum as people hiking the trail? richer and deeper than the soil moss grow very well here. found in the boulder area. The Thousands of hikers use this Sphagnum moss can hold ten trail every year, creating white oaks growing here are times its weight in water. This evidence of this, for they re- an impact on the trail’s surface characteristic, and the fact that that speeds up erosion by com- quire better soil than chestnut it is naturally sterile, is why oaks do, which dominate the pressing the soil. This the moss was once used to results in rainwater not being boulder area. This ridge di- dress wounds on battlefields. vides two small watersheds. absorbed, but running off Look at the rocks in the quickly, creating gullies. To Stop 11: Spring water. Are they all the same? slow down the erosion, the park Read Aloud: How do the rocks in the staff has put in water bars, Water falling from the sky stream differ from the boul- which are shallow ditches cross- in its many forms either ders just seen? Along the ing the trail at an angle. These

Stone Mountain State Park, NC 4.1.11 October 2002 bars divert water from the trail Mountain. How do people use grounds looking for signs of before it can build up enough these rocks today? weathering and erosion. Dis- speed and force to gouge out 4. Describe bare rock succes- cuss what forces cause the gullies. The park staff has also sion at Stone Mountain. (Stu- erosion they see. Also discuss put down gravel to increase dents can use words or draw- ways people can help slow traction so people don’t slip, ings, or a combination of these down the erosion. The class and to lessen the compaction techniques.) may even find an erosion of the soil. problem they can correct as a class project. Even though this trail shows Extensions: erosion and compaction prob- 4. The students may want to lems, it is still very important 1. Visit the Hutchinson Home- create their own trail booklet to stay on the trail. The ero- stead (see page 1.3) to learn that will help other students sion damage would be far more about how people in the to enjoy the geological pro- greater if all the hikers were 19th century lived on, and cesses that can be seen on to scatter across this area. By worked the land in rural North their school grounds. Have keeping on the trail, the impact Carolina. students use the booklet to can at least be localized and 2. Hike the other trails in the guide younger students or monitored. park, especially the one going parents around the school. Stop 14: Stone Mountain across the top of Stone Moun- Note: In order to create this tain and the trail across Wolf Vista booklet, students will need Rock. What evidence of Teacher Instructions: to do some research about weathering and erosion can the geology of their area and Once you reach the open the students find? past uses of the land. If de- field, review what you’ve 3. Once the group has re- sired, students can learn how learned about: turned to school, take a short to make a map and mark the • the cyclic process of bare walk around the school trail stations on it. rock succession; • uses of rocks by early European settlers to the region, compared to how we use the rocks today; and • weathering and erosion forces, using at least five examples from the hike.

Assessment: Pencil and Paper Quiz – 1. Describe five factors that help to weather the granodiorite at Stone Mountain. 2. List five agents of erosion. 3. Give at least three examples of how early settlers used the rocks in the area around Stone

Stone Mountain State Park, NC 4.1.12 October 2002 Student’s Information - Part II

hen we think of rock, 1. Ice Wedging: When water joints form parallel to the Wwe think of a material runs into cracks in rocks and surface. Curved sheets of that is very hard, almost freezes, the ice expands. As weathered rock are eventually indestructible. When we think the ice expands, it pushes eroded away by running water of mountains, we think of against the rock and exerts and/or gravity. The rock massive features that are force and pressure. This resembles a peeling onion. unchanging. But, this isn’t at eventually causes the rock to 5. Chemical Breakdown: all the case. All landforms on break apart. Some minerals change as they earth, from mountains to river 2. The Hot-Cold Cycle: The react with the chemicals in air valleys to the coastline, are daily change in temperature and water. Dead and decaying constantly changing. As some from cool nights to warm days matter such as leaf litter forms landforms are being slowly can result in very slight humic acid. Even rainwater worn away, new ones are expansion and contraction is acidic. These acids help building up at the same time. that, over time, will cause weather rock. Two forces, weathering rocks to crack and break apart. Not all minerals react to and erosion, constantly wear 3. The Roots of Destruction: chemicals in the same way. away at the rocks that make up Plants play a role in breaking Irregularly rounded depressions, the earth’s crust. Weathering rocks apart. As small amounts called weathering pits, causes rocks to crack, of soil gather in rock cracks, pockmark the surface of Stone fragment, crumble or break any seeds deposited there by Mountain. These weathering down by physical and/or wind, birds and other animals, pits form when some minerals chemical means. Erosion will start to grow. As a plant’s weather more rapidly than loosens and carries away the roots expand into the cracks, others. Water, with its rock pieces produced by they put pressure against the carbonic acid, collects in these weathering. Over millions of rock. This forces the cracks to pits, and causes additional years these two forces, widen, eventually splitting the chemical weathering. working together, have rock apart. Without weathering, we changed our land and will 4. Exfoliation: Another type couldn’t survive. As rocks continue to do so millions of of weathering found in are continually broken down years into the future. massive rocks, such as into smaller parts, they Weathering: granodiorite, is caused when eventually become fine All rocks weather, but not the rock expands after erosion enough to be called silt or at the same rate. Some rocks has removed the weight of sand, two very important will weather much faster than overlying materials. As the ingredients of soil. This soil is others. The rock’s minerals rock expands, cracks or essential to our survival. determine the rate at which it weathers. Climatic factors, such as rainfall, also play a role. Here are five examples of weathering that you can see at Stone Mountain State Park:

Stone Mountain State Park, NC 4.1.13 October 2002 Erosion: thick, forming a great sheet of As weathering and erosion Erosion involves forces ice called a glacier. Glaciers constantly wear away our that continue the work started from past ice ages have shaped earth’s crust, other forces are by weathering. Erosion helps much of the world’s at work building it up. to loosen particles and move landscapes, but not North Mountains, volcanoes and weathered rock material. Here Carolina’s. faults are formed as rocks are are five agents of erosion: 4. Gravity: Gravity moves pushed up, warped, folded or fractured due to great force 1. Moving water: Water does weathered rocks, especially and pressure deep within the more to wear away our land on steep slopes. The boulders earth. Water, wind and ice can than all other geologic forces at the base of Stone Mountain also build up areas by carrying combined. A fast flowing tumbled here after being sediments, which are stream will carry a lot more exfoliated from the rock produced by weathering and than just water. Soil, sand, silt above. erosion, and dumping them in and rocks can all be carried by 5. People: People constantly another area. This buildup, or fast flowing water. Notice a modify the landscape. We cut deposition, creates new stream after a hard rain and forests, drain swamps, fill in landforms. you will see erosion in action. wetlands, mine for minerals, Mountains are created and 2. Wind: Wind erodes by and build houses, shopping leveled, valleys dug out and lifting and removing dry, fine centers, landfills, farms, etc. filled in, seas born and dried to particles that are sand-sized or The land, once cleared, is open dust. The earth is constantly smaller. to the erosional forces of water and wind. All the changes changing – nothing remains 3. Ice: Ice is the one force of people make to the earth’s unchanged but the agents of erosion that we don’t see very surface affect the natural change themselves. often in our area of the world. patterns of weathering, erosion In the colder regions, snow and deposition. may pile up hundreds of feet

Stone Mountain State Park, NC 4.1.14 October 2002 On-Site Activity #2 Mineral Detectives

Major Concepts: Objectives: Educator’s Information: • Minerals •Name at least four physi- inerals are identified • Mineral identification cal characteristics that • Properties of minerals help geologists classify M using various physical Learning Skills: minerals. characteristics, such as hardness, color, streak, luster, • Observing, classifying, •Demonstrate the ability to inferring correctly and safely per- specific gravity, and cleav- • Reading a scientific key form tests for hardness, age. Magnetic properties, Subject Areas: cleavage, and streak on fluorescence and odor are • Science several different mineral also used to classify a num- • English Language Arts samples. ber of minerals. In this ac- * See Activity Summary for a Correlation with DPI •Use observation skills tivity, your students will objectives in these subject and an identification key learn about some of these areas. to classify at least five characteristics and their Location: unknown minerals. common field tests. At the Stone Mountain State park, your students will work Park picnic shelter in teams to identify unknown Group Size: mineral samples. Note: Sev- 30 students or less eral of the minerals used in Estimated Time: 1 hour this activity are not found in the rocks at the park. Materials: Provided by the educator: You may want to duplicate Per student: One copy of the Student’s Information in Student’s Information and this activity and review it Mineral ID Key, paper and pencil with your students before Provided by the park: coming to the park. At a Mineral specimens, testing minimum, please read the equipment, balance, streak General Directions in the plate, hardness indicators— Student’s Information to penny, steel nail, steel file, emery cloth – safety goggles, your students before they and geologist’s hammers. come to the park. We also recommend that your students complete Pre-visit Activity #3 to prepare for this on-site activity.

Stone Mountain State Park, NC 4.2.1 October 2002 Instructions: 2. Instruct the teams to ex- Assessment: 1. At the park, the teacher amine one unknown mineral Back in the classroom, and/or ranger should demon- sample at a time. They provide the students with a strate the various mineral should follow the arrows on different set of unknown identification techniques de- the Mineral Identification minerals. Ask students to scribed in the Student's In- Key to find the correct name work in their teams to per- formation. Tell the students of the mineral. Each time form mineral identification that they will be identifying they answer a question in tests such as hardness, unknown minerals using the key, the arrows will lead cleavage and streak. They some of the techniques dem- them to the next question, should record their answers onstrated. After the demon- and finally to the name of for each mineral. You can stration, divide the students the mineral. For each speci- give them a key to help into small teams. Give each men, they should write them identify the minerals, team a collection of un- down their choices as they or ask them to create their known mineral samples, the answer the questions in the own key. Mineral Identification Key, key. The last answer choice and mineral identification should be the name of the tools. mineral.

Stone Mountain State Park, NC 4.2.2 October 2002 Student’s Information

MINERAL Then, you would see how General CHARACTERISTICS: many of the minerals could scratch the unknown mineral Directions: you were testing. For instance, Look around your class. HARDNESS suppose you found a mineral You will notice that everyone The hardness of a mineral that could be scratched by a looks different. Some people tells how well it scratches oth- diamond, corundum and to- are short, some are tall. Some er materials. All minerals have paz, but it could scratch all of people have blonde hair, while been given a hardness between the other minerals in Mohs’ others may have black hair. 1 and 10. 1 is the softest, hardness scale. A good esti- These differences are called while 10 is the hardest. Fred- mate for the hardness of that physical characteristics and erick Mohs, a German scien- mineral is 7. they help you tell each other tist who was born over 100 Sometimes, it might be hard apart. Minerals also have years ago, developed the hard- to find or carry all of the min- physical characteristics that ness scale. He took 10 com- erals in Mohs hardness scale. distinguish them. Instead of mon minerals with different Geologists use some simpler hair color or height, minerals hardnesses and assigned them equipment, especially when are identified by hardness, values between 1 and 10. The they are in the field. Look at color, streak, luster, and softest mineral, talc, was as- the field hardness scale below cleavage. Some minerals can signed a 1. Talc is the mineral to see how many of these items also be identified by their that is used in baby powder. you already have. The hardest mineral, a dia- smell, fluorescence, and mag- Field Hardness Scale netic properties. Geologists mond, was assigned the 10. A have developed tests for each mineral with the hardness of 2.5 Fingernail of these physical characteris- 7, such as quartz, can scratch 3 Penny tics. Although some of the all minerals below 7 on the 5.5 Steel nail hardness scale. Quartz can be tests have to be done in a lab 6.5+ Hardened steel file by a professional, most of the scratched by all minerals with tests are easy enough to do in a hardness of 7 or above. 8-9 Emery cloth the field. Mohs Hardness Scale Start with your fingernail. If you cannot scratch the sam- When you visit Stone softest 1 talc ple, you know that it has a Mountain State Park, you are 2 gypsum going to learn about each of hardness greater than 2.5. Next 3 calcite try the penny. If the penny can these characteristics and how 4 fluorite to test for them. You will also scratch the sample, then you 5 apatite be given unknown minerals know that the sample has a 6 orthoclase feldspar and asked to identify them. hardness between 2.5 and 3. If 7 quartz the penny cannot scratch the 8 topaz sample, then you know that 9 corundum the sample has a hardness hardest 10 diamond greater than 3. Keep trying the different items listed on To be very precise in mea- the field hardness scale until suring hardness, you would you find one that scratches the need each of the 10 minerals. sample. Be sure to start with

Stone Mountain State Park, NC 4.2.3 October 2002 the lowest hardness (finger- mineral will not leave a ture. Quartz is a good exam- nail) and move up (penny, then streak on the plate. This is ple of a mineral with fracture. nail, then steel file and so on), because the mineral is harder CAUTION: Always wear until you find a material that than the streak plate (6.5). safety goggles when breaking will scratch your sample. This a mineral with a rock ham- will give you a rough estimate mer. of the hardness of your sam- LUSTER ple. The luster of a mineral is the way that its surface re- SMELL flects light. Luster is more of A few minerals can be iden- COLOR a description of a mineral, rath- tified because they have a very The color of a mineral is er than a specific test. Some distinctive, sometimes stinky, usually its most distinctive minerals look like metals. smell. Sulfur is one example. physical characteristic. How- These minerals, such as gold, Sulfur-containing minerals, ever, you cannot identify a have a metallic luster. Other like pyrite, often smell like mineral by color alone. Many common lusters are described rotten eggs. Some minerals, times, a mineral’s color is below. Just as with color, you like kaolinite, smell like dirt. caused by chemical impuri- should check the luster of a If you heat arsenopyrite, it will ties in quantities too small to mineral on a freshly-broken smell like garlic. affect the basic chemical com- surface, not one that has been position of the mineral. Quartz weathered. is one mineral that comes in Adamantine: brilliant and FLUORESCENCE all different colors. Even shiny, like a diamond Many minerals will glow though color alone is not when they are placed under an Glassy: looks like glass enough to identify a mineral, ultraviolet, or “black” light. pay attention to the color. Resinous: looks like plastic Many different minerals have It will provide at least one Greasy: looks like the fluorescence and some min- clue to the kind of mineral you surface is oily erals will glow in several dif- have. Pearly: looks like a pearl ferent colors. For this reason, fluorescence alone cannot Silky: looks like silk or identify a mineral. However, rayon it can provide valuable clues Dull: has a rough surface, or to a mineral’s identity. streak plate a surface with no luster STREAK MAGNETISM If you took a mineral and CLEAVAGE & FRACTURE Some minerals that con- pulverized it, the color of the Cleavage is the ability of a tain iron will be attracted or mineral powder is known as mineral to break along one or repelled by a magnet. Oth- its streak. Sometimes the more smooth, flat lustrous sur- ers, like lodestone, are natu- streak of a mineral is not the faces, called planes. If a min- ral magnets and will attract same color as the mineral it- eral breaks easily in one or objects containing iron, like self. An easier way to test more directions, it has cleav- a nail. streak, rather than grinding up age. Feldspar is a good exam- the mineral, is to rub the min- ple of this. When some mineral on a piece of unglazed erals break, they may have a tile. This tile is known as a jagged or irregular appear- streak plate. Sometimes, a ance. Geologists call this frac-

Stone Mountain State Park, NC 4.2.4 October 2002 5 - 6 - 5

hornblende

What hardness? What

Not Red Not

2.5 - 3

biotite mica biotite

Red

Dark

Color of streak?

hematite

alc

ess than 2.5 than ess

Light

What color is the sample? the is color What

dentification

What hardness?

pyrite

Metallic

eldspar

Good cleavage-

ineral

breaks into blocks breaks into

What luster?

with straight edges straight with

Greater than 2.5 Greater

Not metallic Not

quartz

ractures

like glass like

racture or cleavage? racture

Stone Mountain State Park, NC 4.2.5 October 2002 On-Site Activity #3 Exploration to the Falls

Major Concepts: • Intrusive igneous rocks • Landforms • Stream features • Weathering and erosion

Learning Skills: • Observing, classifying, communicating, inferring • Collecting, analyzing and evaluating information • Measuring

Subject Areas: • Science • English Language Arts • Social Studies • Mathematics * See Activity Summary for a Correlation with DPI objectives in these subject areas.

Location: Stone Mountain Connector Trail and Stone Mountain Loop Trail

Group Size: 30 or less, preferably in groups of 10 or less with a minimum of one adult leader per group Special Considerations: • Name at least three min- Time: 1-2 hours Leaders should scout the erals found in granodior- trail ahead of time to become ite. Appropriate season: Spring, familiar with recommended • Gain an appreciation for summer, fall stops and to recognize poten- the geologic formations tial hazards such as slippery Materials: rocks, steep slopes, poison in Stone Mountain State Provided by the school: ivy, etc. Take special note Park. Per adult leader: one copy of of the cautions given in the • Describe at least three Exploration to the Falls geology field notebook in weathering features in the Geology Field Notebook this activity. Leaders should granodiorite including Per class: one first aid kit and carry a first aid kit and water water bottle bottle for emergency use. weathering pits, exfolia- Per student or group: one tion sheets and differen- copy of Exploration to the Objectives: tial weathering. Falls Geology Field Note- • Explain how the dome- • Describe how intrusive book or other field note- shaped appearance of book, measuring tape, field igneous rocks are formed Stone Mountain devel- compass, pencil, hand lens and name the igneous oped over time. rock at Stone Mountain.

Stone Mountain State Park, NC 4.3.1 October 2002 Educator’s Information: for what they observe. And, weathering in slabs of rock. his activity is a hike with thoughtful questioning, Use caution in hiking down Twith nine different stops you would guide them to the hillside to this outcrop and on the Stone Mountain Con- make further observations watch out for copperheads, nector and Stone Mountain and to look for connections. which may lurk in cracks or Loop trails. Students will be By exploring how granodior- under rocks. The interaction able to explore firsthand the ite weathers on a small scale, of tree roots with this outcrop geology of Stone Mountain. can they imagine how these is quite interesting. This moderately difficult weathering processes could • Stop D - Students observe hike originates in the picnic have formed the big dome of Big Sandy Creek and discuss area and ascends to the top Stone Mountain over time? its origins. By exploring the and bottom (if you wish) of An overview of the hike rocks found in the stream, they Stone Mountain Falls. You follows: will learn the role water plays will return to the picnic area • Stop A - Students explore in weathering and erosion. by the same route. Consult a pavement outcrop, ob- Many of the rocks in this with park staff to learn about serve plant succession in stream are not granodiorite, alternative routes, difficulty progress, and examine sev- but are the gneisses and levels and potential hazards. eral weathering features in schists of the Alligator Back We recommend that the the granodiorite, such as Formation. Use the map pro- students study a geologic weathering pits and exfolia- vided in the Introduction sec- map of North Carolina along tion sheets. If desired, you tion of this EELE to discover with the maps and informa- might ask students to mea- where the different rocks may tion provided in this EELE sure the weathering pits or have come from. beginning on page 1.7. We use a compass to check the • Stop E - Students observe also recommend that older orientation of cracks in the a chimney and consider how students make quantitative rock. Hands lenses would be humans rely on rocks and observations at the stops helpful for studying the min- minerals in their daily lives. along the trail. The teacher erals in the rock, investigat- This is a good time to discuss should provide the appropri- ing the stains on the rock, or how the geology of Stone ate equipment such as field studying lichens and mosses. Mountain has influenced hu- compasses and measuring • Stop B - This stop is use- mans through the ages. Stu- tapes. ful only when the foliage is dents can also look for feld- You can use the geology off the trees. Students can spar, quartz and biotite in field notebook (provided in observe Stone Mountain the chimney stones. this activity) with your stu- from a distance and specu- • Stop F - Students observe dents, or follow a more in- late about how weathering the top of Stone Mountain quiry-based approach. For processes shaped its rounded Falls near a knickpoint. an inquiry-based approach, a top. You might also discuss Make sure everyone stays be- good seed question might how the granodiorite pluton hind the fence! Venturing be: “ Why is Stone Moun- (of which Stone Mountain is over the fence and near the tain round or dome- a small part) formed in the stream may result in a deadly shaped?” Students would distant past. (See On-site fall! This is a good spot to observe, sketch and measure Activity #1.) show human impacts on the geologic features at the • Stop C - Students examine rocks and plant succession. nine stops on the hike. You parallel sheet joints, vertical Compare the lichen growth would encourage them to fractures, and differential on each side of the fence. form their own explanations

Stone Mountain State Park, NC 4.3.2 October 2002 • Stop G - Students exam- The water continues to cut Each leader will be given a ine a dike. This feature into and erode the grano- small litter bag to help with formed when magma filled a diorite; thus, the cascade trail cleanup. crack in the granodiorite. slowly recedes upstream. 6. Begin the hike with a Because the composition of brief introduction during the dike rock is similar to Instructions: which you cover topic, trail the composition of the sur- 1. Before bringing students distance, time, difficulty and rounding granodiorite, it is to Stone Mountain State special rules. Here are some likely that the dike formed Park, study the Exploration special rules to teach your shortly after the granodiorite to the Falls Geology Field students: in the pluton had cooled Notebook in this activity. a. Stay on the trail until enough to begin cracking. Visit the park to scout the told otherwise. Note that the dike is stand- trail yourself. Ideally, this ing above the surrounding should be done at least one b. Watch for roots, rock. Although the compo- week prior to your class’ visit stumps, sloped walking ar- sition may be similar, the and at the same time of day. eas and other hazards. Run- dike rock is more resistant to This will help you become ning is not allowed. Walk weathering and erosion than familiar with the exact loca- carefully on the rock out- the granodiorite it has in- tions of the stops described crops. truded. Students can also in the field notebook and po- c. Rock climbing is not explore the crack or joint tential trail hazards such as permitted except in areas that runs alongside the dike slippery or steep areas, etc. where told otherwise. No and consider any relation- 2. Optional: Copy the Ex- rocks are to be removed ships between the two fea- ploration to the Falls Geol- from the park. tures. ogy Field Notebook for each d. All plants and animals • Stop H - Students ob- student and adult leader. within the park are pro- serve slabs of granodiorite 3. Take the students to the tected. Injuring and remov- that have fallen down the picnic area where the hike ing plants or animals are slope (mass wasting). The will begin. Divide the class prohibited in all state parks. viewing platform at this stop into smaller groups of ten This allows future visitors represents the midway point students or less. Provide one the same opportunity to en- of Stone Mountain Falls, adult leader per small group. joy our natural resources. which is technically called a 4. Distribute the Exploration e. Being quiet will help cascade. Students can ob- you see more wildlife. serve how the water is in to the Falls Geology Field f. The adult leader should contact with the rock here. Notebook and other equipment (see Materials on page always be at the front of the • Stop I - If you choose to 4.3.1) as desired. group. walk to the bottom of the g. Do not litter. When falls, you will have 307 5. During the hike, one of the picking up litter along the steps to climb on your way group leaders should carry trail, do not touch broken back up! Here, students can the first aid kit and water glass or other sharp objects. study the shallow pool at the bottle. Make sure everyone bottom of the falls and ob- knows which group has the 7. When conducting the serve how water has carved first aid kit and water bottle hike, start each small group the granodiorite. Slabs of in case of emergency. Each at 5-minute intervals so the rock that have broken off the student should have a groups do not get too close main mass litter the area. “buddy” in his/her group. to one another. Make sure

Stone Mountain State Park, NC 4.3.3 October 2002 all the leaders know the erals stand a few centimeters 2. Create your own geology amount of time they have to above the less resistant min- trail at your school. conduct the hike and visit all erals. 3. As you leave the park, the stops. All groups should b. Exfoliation sheets where stop and view the road cut have a designated place to the rock expands and cracks on the big hillside where the meet at the end of this activ- parallel to the earth's sur- John P. Frank Parkway con- ity. face. The thin layers peel nects with state road #1002. Remind leaders that when away like the skin on an on- This road cut contains gra- pausing for discussion or to ion. nodiorite as well as the view an interesting object c. Weathering pits where rocks (gneiss and schist) of along the trail, they should water has carved holes in the the Alligator Back Forma- lead their group halfway rock.) tion. Locate this site on the beyond the object so all will map in the Introduction sec- 4. Describe in two or three have a good view. tion of this EELE. How sentences your favorite geo- can you explain some of the logic feature at Stone Moun- features you see in the rocks tain. Or, which was your fa- Assessment: of this road cut? You might vorite trail stop and why? After you return to the ask your students to sketch classroom, ask the students (Answers will vary.) some of the features. to write the answers to the Caution: If you decide to following questions: collect or move rocks at this 1. Name at least three miner- Extensions: road cut, use the same pre- als found in granodiorite. 1. Complete the other two cautions you should use at (feldspar, quartz, biotite, on-site activities in this any road cut: Watch out for hornblende) EELE to learn more about falling rocks. Wear a hard classifying minerals and the 2. Explain how the exfolia- hat for safety. Watch for geologic and cultural history tion dome of Stone Moun- copperheads under rocks – of the area. tain may have formed. use care when lifting rocks. (See page 1.7 in this EELE or On-site Activity #1.) Granodiorite 3. Describe at least three examples of weathering that you observed on the hike. (a. Differential weathering where some minerals in the rock weather faster than others. The more resistant min-

Stone Mountain State Park, NC 4.3.4 October 2002 GEOLOGY

ield Notebook

Exploration

STONE MOUNTAIN STATE PARK

to the Falls to the

Stone Mountain State Park, NC 4.3.5 October 2002 13

R y r

e d k . e

tn n

M a e S

n o g t Shelter

S Hemlock

D il

r Restroom

B c

Field e

n C

. Parking

t Area Picnic

t A

S Paved Path Through Picnic Area Picnic

i E

Stone r

Mountain n t

e n o t S

Map of Trail with Stops Pinpointed

Bridge

Deck

Guard Rail Location of Stop Path Continues Paved Path Through Picnic Area Picnic Stone Mtn. Connector Trail Connector (Blue Hexagons) Stone Mtn. Loop Trail Loop (Orange Circles)

LEGEND Stone Mountain Falls Mountain Stone

Stone Mountain State Park, NC 4.3.6 October 2002

tes

water, plants and wildlife. and plants water,

relationships between the rocks and the soil, the and rocks the between relationships

geology, you will also better understand the understand better also will you geology,

of Stone Mountain. And by studying the park the studying by And Mountain. of Stone

be able to piece together some of the geologic story geologic of the some together piece to able be

geology. By carefully examining the rocks, you rocks, the examining carefully By geology.

worth a thousand words,” is certainly true in true is certainly words,” a thousand worth

for clues to the past. The old saying, “A picture is picture “A saying, old The past. the to clues for W

Geologists

that this area did not always appear this way. this appear always not did area this that

ecosystems of Stone Mountain State Park, realize Park, State Mountain Stone of ecosystems

As you explore the unique environment unique the explore you As

earth’s surface. earth’s

overlying rock and exposed the granodiorite at the at granodiorite the exposed and rock overlying

of years of erosion have stripped away the away stripped have erosion of years of

an an

earth’s surface forming a forming surface earth’s

earth. This magma cooled slowly beneath the beneath slowly cooled magma This earth.

mass of mass

million years ago, during the Devonian period, a period, Devonian the during ago, years million

feldspar and dark-colored minerals. About 390 About minerals. dark-colored and feldspar

less

granodiorite

The The

of the park, including Stone Mountain Falls. Mountain Stone including park, the of

explore some of the fascinating geologic features geologic fascinating the of some explore

Connector and Stone Mountain Loop trails to trails Loop Mountain Stone and Connector

be hiking up to and along the Stone Mountain Stone the along and to up hiking be

million years of of years million

intrusive igneous rock igneous intrusive

potassium feldspar and and feldspar potassium

rocks

outdoor museum covering more than 700 than more covering museum outdoor

elcome to Stone Mountain State Park, an Park, State Mountain Stone to elcome

magma

of Stone Mountain consist mostly of mostly consist Mountain Stone of

are really detectives who study rocks study who detectives really are

, a rock similar to granite but with but to granite similar , a rock

formed several miles deep in the in deep miles several formed

geologic

history. Today, you will you Today, history.

pluton

. Since then, millions then, . Since

of granodiorite, of

plagioclase

and

’s ’ll

Stone Mountain State Park, NC 4.3.7 October 2002 ’s surface thatsurface ’s

that help us to learn about learn to us help that

s you hike back to the picnic area, recall the

clues in the rocks the in clues

A past geologic history. The mineral composition and texture of the granodiorite provide evidence of evidence provide granodiorite the of texture and powerful earth forces that created a giant pod of magma deep in the earth. This magma cooled magma This earth. the in deep magma slowly enough under the earth the underenough slowly mineral grains, large enough to be seen, were formed in the rock. A coarse-grained, intrusive igneous rock called granodiorite resulted. Joints, weathering pits, differiential weathering differiential pits, weathering Joints, and exfoliation sheets reveal how the smooth the how reveal sheets exfoliation and dome of Stone Mountain took shape over time. If time. over shape tookMountain Stone of dome Stone Mountain were made of a different type of type different a of made were Mountain Stone rock, do you think it would look the same today? Why or why not? why or Why Recall the plants and animals you viewed on your hike. How does the geology of the area affect area the of geology the does How hike. them?

in the weather- the in

– irregular depressions in

pock-marked” surface of the of surface pock-marked”

“

. Granodiorite pavements Granodiorite .

weathering pits weathering

Walk carefully! Stay on the exposed rock

Stop A - Pavement Outcrop Pavement - A Stop

LOOK FOR: Large exposed pavement outcroppavementexposedLarge FOR: LOOK below the restrooms and picnic area. picnic and restrooms the below

Caution: and away from steeply sloping areas. sloping steeply from away and Geologists call bare rock exposures like this one this like exposures rock bare call Geologists pavement outcrops pavement give Stone Mountain its distinctive appearance. distinctive its Mountain Stone give Notice the Notice the rock. Weathering pits form as some minerals in minerals some as form pits Weathering rock. the the rock decompose more rapidly than others. As others. than rapidly more decompose rock the water continues to collect in these pits on the rock the on pits these in collect to continues water surface, they slowly enlarge, merge with others, and others, with merge enlarge, slowly they surface, form the characteristic the form rock pavement. rock The plant communities and soil that eventually de- eventually that soil and communities plant The velop on these pavements begin when lichen and lichen when begin pavements these on velop moss colonies establish a “toe hold” “toe a establish colonies moss ing pits. These plants produce organic acids that acids organic produce plants These pits. ing help to decompose the minerals in the rock. As the As rock. the in minerals the decompose to help rock breaks down, a thin layer of soil is produced is soil of layer thin a down, breaks rock and grasses and flowers start to grow. Gradually grow. to start flowers and grasses and the soil becomes thick enough to support trees. support to enough thick becomes soil the

Stone Mountain State Park, NC 4.3.8 October 2002 LOOK FOR: Pool at bottom of falls and large boulders in stream. in boulders

Note: the bottom of the falls and then back up to the to up back then and falls the of bottom the top, you can explore the bottom of the falls. the of bottom the explore can you top, You the top of the falls! the of top the

Water carved this shallow pool out of the rock at the bottom of the falls. It provides a habitat for fish and other aquatic life. How do the trees and other plants here compare with those at the top of the falls? the of top the at those with The large boulders you see at the bottom of the of bottom the at see you boulders large The falls and further downstream weren downstream further and falls These large rocks likely broke off the side of the face of the waterfall. Over time, the cascade has slowly receded upstream.

’

ll be climbing 307 steps on your way back to back way your on steps 307 climbing be ll

If the group is up for hiking all the way to way the all hiking for up is group the If

Stop I - Bottom of Falls

’t always here. always ’t

Stop A, continued A, Stop

Examine other weathering features, such as the as such features, weathering other Examine patterns of black, green and gray stains on the rock. What do you think caused them? Can you Can them? caused think you do What rock. find places where sheets of rock look like they are they like look rock of sheetswhere places find peeling off the surface of the pavement? Exfoliation sheets feature of granodiorite. As the overlying rock is slowly weathered away, pressure is released. This causes the rock below to expand slightly upward and outward. Cracks form parallel to the earth the to parallel form Cracks outward. and surface and sheets of rock break off and erode and off break rock of sheets and surface away. The rock resembles a peeling onion! peeling a resembles rock The away.

STOP B - View of Stone Mountain LOOK FOR: View the View FOR: LOOK Stone Mountain through the forest on your left, before you turn left onto the Stone Moun- Stone the onto left turn you before left, NOTE: Trail. Connector tain winter when foliage is off the trees.

This stop is visible only in late fall and fall late in only visible is stop This

Stops A & B

are a distinctive weathering

exfoliation dome exfoliation

How did this dome form? dome this did How

’s

Stone Mountain State Park, NC 4.3.9 October 2002 .

cascade

not

colluvial

Viewing platform halfway down falls.

Falls From Platform From Falls

Stop H - Stone Mountain Stone - H Stop

As you descend the stairs to the viewing platform, notice the slabs of rocks to the left of the trail. the of left the to rocks of slabs the notice These rocks probably slid down the slope along slope the down slidprobably rocks These exfoliation planes. The mass of rocks at the bottom of a slope or cliff is called a deposit Observe the falls from the viewing platform. Stone platform. viewing the from falls the Observe Mountain Falls descends more than 200 feet down a steep rock face and into a shallow poolshallow a into and face rock steep a down below. Geologists say it is technically more accurate to call Stone Mountain Falls a A true waterfall has free-falling water contact with the rock. Cascades typically have water in contact with rock.

LOOK FOR:

parallel

– the

vertical fractures

in the granodiorite.

joints

differential weathering

. The sheets of rock between these

Rock surface may be slippery! Watch out

Stop C - Parallel Sheet Joint Sheet Parallel - C Stop

LOOK FOR: On left side of trail, a large hemlock Caution: tree growing on top of a granodiorite outcrop. for snakes – do not put your hands in cracks. Examine the cracks or cracks the Examine Notice that some of the cracks are parallel to the surface of the rock. These cracks are called sheet joints joints are exfoliation sheets, like those at Stop A. You should also be able to see the rock. These formed when, at some point, the slab of rock moved forward. See how the rock is leaning forward toward us. Notice also how the quartz is standing above the other minerals, creating a very irregular surface. This results from quartz is more resistant to weathering than the biotite or feldspar in the granodiorite. How are the trees and other plants interacting with the rock? Can they contribute to weathering?

Stone Mountain State Park, NC 4.3.10 October 2002 LOOK FOR: Feature in the rock that looks like Notice the unusual pattern in the rock here. It steps. stair looks like stair steps, doesn’t it? Why do you think the rock weathered this way? Geologists describe this feature as a is an igneous intrusion that cuts across the across cuts that intrusion igneous an is bedding or Cross-cutting features such as this dike are dike this as such features Cross-cutting always younger than the rock they have intruded. In this case, the intrusion looks quite similar to the surrounding granodiorite, but is of a slightly different composition. The dike is standing out above the surrounding rock; therefore, it is more erosion-resistant than the surrounding rock. Perhaps it contains more quartz? Examine the dike rock with a hand lens. Compare it to the surrounding rock. surrounding

Notice also the vertical joint running alongside the alongside running joint vertical the also Notice dike. Could there be a relationship between theserelationshipbetween a be there Could dike. two features?

Stop G - Nature's Steps

foliation

of the surrounding rock.

dike

. A dike

LOOK FOR: Bridge over stream.

The headwaters for Big Sandy Creek are located northeast about 1.75 miles from here. From this point, the creek continues southwest for another two miles where it flows into the East Prong of the Roaring River. Roaring Water is a significant cause of weathering and erosion. Compare the rocks you find in the creek with the rocks you have seen at Stops A and C. Are they the same kind of rocks? If not, where did they come from? N the outside of the bend in the stream and depositing sediment on the inside of the streambed. The sediment on the inside is called a called is inside the on sediment The streambed. point bar looked vegetation along the shoreline. What does this does What shoreline. the along vegetation area look like today?

otice how the water is cutting away the soil on soil the away cutting is water the how otice

before

. The photo below shows how the creek

Stop D - Bridge Over

the park staff left a buffer of uncut of buffer a left staff park the

Big Sandy Creek Sandy Big

Stone Mountain State Park, NC 4.3.11 October 2002 “safe side” of side” “safe

. A knickpoint is an is knickpoint A .

knickpoint

Stop F - Top of Falls of Top F - Stop

of the stream. From this point the point this From stream. the of

The fence is there for your protection.

LOOK FOR: Fenced area at top of falls.

Caution: Stay behind it and away from the water! the from away and it behind Stay You are now at the top of Stone Mountain Falls, Mountain Stone of top the at now are You very near the near very erosional feature marked by a change in the in change a by marked feature erosional gradient gradient, or rise over run, increases drastically. increases run, over rise or gradient, From your observation point on the on point observation your From the fence, observe how the stream water flows water stream the how observe fence, the over the rock. In some places it swirls around. swirls it places some In rock. the over Can you see any features in the rock that may that rock the in features any see you Can affect the water flow? water the affect Also, compare the rock surface you are standing are you surface rock the compare Also, on with the rock surface on the other side of the of side other the on surface rock the with on fence. What accounts for the differences? the for accounts What fence.

Stop E - Chimney of Native Stone Native of Chimney E - Stop

One way that humans use rocks to their advan- their to rocks use humans that way One tage is for building stones. This chimney was chimney This stones. building for is tage made from granodiorite found in the park. It was It park. the in found granodiorite from made part of a cabin likely built in the 1800s. Why do Why 1800s. the in built likely cabin a of part you think the builder chose this location for a for location this chose builder the think you home? Explore the area around area the Explore the old homesite and imag- and homesite old the ine what it might have might it what ine been like to live here before here live to like been the park was established. was park the Use a hand lens to examine to lens hand a Use the feldspar, quartz and bi- and quartz feldspar, the otite (mica) minerals in the in minerals (mica) otite stones. How did the chim- the did How stones. ney maker “glue” the “glue” maker ney stones together? stones Think about how you use you how about Think rocks and minerals in your in minerals and rocks daily life. Were rocks and rocks Were life. daily minerals used to build your build to used minerals home? Consider the Consider home? Sheetrock walls, concrete walls, Sheetrock foundation and aluminum and foundation window frames and/or sid- and/or frames window ing. And what about the about what And ing. glass in your windows? your in glass

LOOK FOR: Chimney at the top of the hill on the trail.

Stone Mountain State Park, NC 4.3.12 October 2002 Post-Visit Activity #1 Minerals in Our Lives

Major Concepts: Objectives: Instructions: • Uses of rocks and minerals • Identify everyday items that 1. Give each student a pho- • Nonrenewable resources come from rocks and miner- tocopy of the Minerals in • Availability of resources als. Our Lives Story. Ask the • Complete a journal entry of Learning Skills: students to circle the names • Communicating, observing a typical day noting the of products and other items and classifying many products used that that they think might come • Analyzing information come from rocks and miner- from rocks and minerals. • Writing a journal entry and als. Note: For younger students, constructing a glossary • Describe how life would be the teacher may prefer to Subject Areas: changed without products read the story out loud. If • Science derived from rocks and the students are listening to • English Language Arts minerals. the story, they should make • Social Studies • Explain the impact of a a mark on a piece of paper * See Activity Summary for a growing world population Correlation with DPI whenever they hear some- objectives in these subject on the earth’s mineral re- thing that could have come areas. sources. from rocks and minerals. • Describe at least three ways 2. Ask each student to write Location: Classroom each of us can conserve on the board or overhead the mineral resources. Group Size: 25 or less number of items he/she found in the story that could Estimated Time: Educator’s Information: 30-45 minutes have come from rocks and ew people realize the minerals. Calculate a class Appropriate Season: Any Fimportant role minerals average. play in our everday lives. In 3. Pass out the Glossary for Materials: this activity, the students will Provided by the educator: Minerals in Our Lives Story. Per student: One copy of read, or listen to a story All the words in the glos- Minerals in Our Lives Story about a typical family getting sary are items from the story and associated Glossary, ready for school and work. that are derived from rocks paper and pencil The students will count the and minerals. There are 73 number of times products Credits: Adapted from the words in the glossary. How “The Importance of Industrial that come from rocks and does this number compare Minerals in Our Everyday minerals are mentioned in the with the number of products Lives” written by Hal McVey story. Later, they will write that each student counted? and revised by Bill Durbine, about their own typical day Nevada Division of Minerals, Using the glossary, have June 1998. and identify the products students listen to or read the they use that come from story again. Circle or mark rocks and minerals. Students all the items that come from will have an opportunity to rocks and minerals. Note: discuss the impacts of a The glossary is not an ex- growing world population on haustive list. Students may our nonrenewable resources find additional items to such as rocks and minerals. place in the glossary.

Stone Mountain State Park, NC 5.1.1 October 2002 4. Ask students to write a require products that use For younger students: journal entry that describes a rocks and minerals. How • Ask them to create and typical day in each of their can we make sure that future illustrate a web diagram of lives. They can use a story generations will have access their day and the minerals format such as the Minerals to the rocks and minerals we they consumed that day. in Our Lives Story, or sim- use today? What are some ply list their daily activities ways to make our rock and • Ask students to work in by time. (Example: 7 AM - mineral resources last teams or small groups to wake up; 7:15 - take shower; longer? (Hint: Reduce, re- create and label a collage of 7:30 - eat breakfast; 8:00 - use, recycle) Are some min- pictures from magazines that ride school bus to school, eral resources less available show our society’s daily etc.) After they write their (more scarce) than others? consumption of minerals. journal entry, they should Do some countries have Each group should also create a glossary that shows more mineral resources than illustrate ways that each of how they use rocks and min- others? us can conserve rock and erals in their typical day. mineral resources. They should include at least Assessment: five words from their story Extension: in their glossary. For ex- Pencil and paper quiz: • Have students look up ample, an entry for breakfast • Ask students to write down might say, “ cereal is grown some of the rocks and things they use every day minerals mentioned in the with fertilizers from miner- that come from rocks and als and the cereal bowl is glossary. Where and how minerals. For each item are these materials mined? made from minerals such as listed, they should describe quartz (silica) and feldspar.” How many are mined in the specific rocks and North Carolina? in other 5. Discuss as a class: minerals that may contribute states? in other countries? to it. • What are some of the • Assign a specific item for ways we all use rocks and • Ask students to describe each student to research. minerals in our daily lives? how their life would be What can they find out • How would your life changed if all the products about the ingredients and change if you did not have derived from rocks and manufacture of this item? access to a mineral such as minerals were removed. Are there any rock and oil? Where does most of our • Finally ask students to mineral resources in other energy come from to power explain why it is important countries on which our cars, machines, electric gen- to conserve rock and society depends for the erators, etc.? (fossil fuels) mineral resources, and manufacture of this item? How do you think our soci- describe three ways this ety would be changed if we might be done. did not have ready and eco- nomical access to rocks and minerals? • Rocks and minerals are nonrenewable (finite) resources. The human population on our planet is growing; more and more people

Stone Mountain State Park, NC 5.1.2 October 2002 Minerals in Our Lives Story

s the Johnsons step out coffee, Jason sneaks a piece Jason puts on his helmet, Aof bed in the morning, of cake from last night’s party. grabs his lunch and heads for they place their feet on the Next, Jason packs his lunch school on his new mountain carpet and make their way to and Sara considers what to bike. Sara and Brad walk out the kitchen, one at a time. prepare for the evening meal. together. Brad makes a men- Sara Johnson is usually the They all finish breakfast tal note that he needs to have first one up. She flips on an and begin getting ready for the fiberglass shingles on the electric light and puts on her work and school. In the pro- house replaced. Sara sees eyeglasses. In the kitchen, cess, they brush their teeth some bare spots in the flower she begins brewing coffee in with toothpaste. Sara applies bed in front of the house. Has the coffee maker. Her son Ja- some lipstick and makeup, Buster been digging there son is the next one up. He while Brad puts some styling again? She’ll have to stop at slides across the kitchen lino- cream on his curly hair. the nursery on the way home leum in his socks and looks and pick up some planting In their bathroom, Brad has for his favorite cereal box on mix and fertilizer along with a installed a counter top of syn- the kitchen counter. Oh no, few new bedding plants. thetic marble and a shower dad’s been playing handyman stall made of fiberglass. Sara Sara climbs into the again. keeps some cleaner under the driver’s seat of the family van, Last night Brad Johnson bathroom sink and reminds but not before Brad notices decided to install some ce- everyone to use it to keep the one of the tires is a little low. ramic tile on the counter top. bathroom shiny and clean. He’ll add some more air later. His tools, along with jars of He still can’t believe Sara As Sara finishes dressing, putty and caulking compound agreed to let him buy some she decides to brighten up her are all over the place. Sara cool mag wheels for the van! outfit with some jewelry. pushes the tools aside and Brad puts on his new quartz It’s a nice day, so Brad rolls helps Jason locate his cereal watch. Jason puts some coins down the tinted window and and a ceramic bowl. Soon Ja- in his pocket for the drink ma- places his travel mug in the son is happily slurping up chine at school. plastic cup holder. The paint “Tasty Oats – The Breakfast job the van received after his Before they leave the of Winners” with a metal little fender bender last month house, Sara takes a few min- spoon. looks pretty sharp. utes to straighten up some Brad wanders in sleepily, items in disarray on the what- The road they drive on to pours some coffee into a large not shelf. Apparently, Buster work is concrete pavement glass mug and sits down to the cat climbed on the shelf composed of cement and ag- read the newspaper. Sara de- again last night and knocked gregate. Sara pulls the van cides its time to plan a family over one of the porcelain figu- into the asphalt parking lot at vacation. She consults her rines. Brad’s workplace, Computer Official Airline Guide and Systems. She drops Brad off Speaking of Buster, there is then refers to the Yellow and continues her trip to a one last unattractive task for Pages of the phone book for large steel-framed skyscraper Jason to do before he leaves the number of the airline. downtown. for school – change the cat While Sara fixes herself a litter in Buster’s litter box. Meanwhile Jason has made piece of toast to go with her it to school and is staring at As soon as he’s finished,

Stone Mountain State Park, NC 5.1.3 October 2002 the Sheetrock walls in first heat up a cinnamon roll, there is plenty of salt. (He period. What a boring class! which he places in a micro- likes salt on everything.) Ev- He taps his foot on the floor wave-safe container. While eryone drinks lots of water until the bell rings and it’s on break, Brad’s thoughts with the meal because it’s a time to go to the next class. rove toward the weekend spicy Mexican dish. Sara no- He makes a quick stop in the ahead and the recreational ac- tices she put too much veg- restroom. tivities he’d like to pursue. etable oil in the salad dress- Up in the skyscraper These include golfing, playing. The lettuce tastes a little downtown, Sara begins her ing tennis, fishing and water slimy. Brad chews on a few work as a receptionist for a skiing. antacid tablets while Sara re- large law firm. She answers Then Brad remembers that sorts to Milk of Magnesia. the telephone all day. Be- his son Jason said something Jason’s preferred cure is tween calls, she uses a pencil about a camping trip the other Kaopectate for relief of his to make a list of things to do. day. Wasn’t Jason looking in upset stomach. His mom One of the first items on her the garage last night for his likes to experiment with new list is to send out a few in- aluminum-frame backpack foods, but this meal’s a loser! voices, which are backed with and pots and pans? He’ll After dinner, Brad and Sara self-contained carbon paper. probably need the old gas lan- spend a few moments relax- There are also some items to tern, too. ing in the backyard where be ordered for the office. She It seems like Sara said she they admire their landscaping picks up a catalog, begins might head for the commu- efforts. Sara notices that the leafing through it and notices nity swimming pool for a few plaster of Paris birdbath on the slick feel of the fine hours of splashing around. the back lawn is getting many glossy paper. That will leave plenty of time visitors. Meanwhile at Computer to go golfing with the guys. Jason does some home- Systems, Brad is busy at his Quit daydreaming Brad, it’s work, takes in a little televi- computer designing new back to work for you! sion and gets ready for bed. software. The morning has After a hard day at the of- They all turn in early so passed quickly and it’s time fice and school, the family ar- they’ll be ready for the big for a break. He adds a rives back home. Jason helps weekend ahead. packet of sugar to his third set the table and makes sure cup of coffee and decides to

Stone Mountain State Park, NC 5.1.4 October 2002 Glossary for Minerals in Our Lives Story

Aggregate: pieces of rocks such as limestone, dolomite, granite, lava rocks, etc. Aluminum-frame backpack: the element aluminum comes from the mineral bauxite, which is one of the most widely-utilized minerals. Antacid tablet: contains calcium carbonate, perhaps from limestone. Asphalt parking lot: comes from oil and may also be mixed with talc, silica sand, limestone and other aggregates. Cake: contains minerals such as gypsum, especially in the icing. Carbon paper: contains bentonite or other clays and zeolites. Carpet: calcium carbonate (limestone) is used in carpet backing; many carpets are made from oil-based materials. Cat litter: may be composed of variations of pumice, volcanic ash and zeolite. Catalog: various kinds of paper are filled with, or use the following materials in their processing – limestone, sodium sulfate and soda ash. Caulking compound: contains limestone and gypsum. Cement: manufactured from limestone, gypsum, iron oxides, clays and possibly pozzuolana (volcanic ash). Ceramic bowl: may contain the following – silica sand, limestone, talc, lithium, borates, soda ash and feldspar. Ceramic tile: made from silica sand, limestone and clays. Cereal: the wheat or other grains in the cereal were grown with fertilizers (derived from minerals) and were harvested and brought to market with machinery made of minerals and powered by oil (mineral). Elements such as iron and calcium may be added to fortify the cereal to make it healthier for you to eat. Cleanser: may contain materials like silica, pumice, feldspar and limestone. Coffee maker: the pot is probably made of glass (from silica sand) and the base is probably made of plastics (from oil). Coins: various metals (from ores of copper, nickel, zinc, etc.) are used to make coins. Computer: the computer chips are made of silicon; the screen is made of silicon, boron, lead, indium, strontium, barium and phosphorous; the case is made of calcium carbonate, talc, clays, sulfur, mica and plastics (from oil); the circuitry is made of gold, copper, aluminum, steel, lithium, tungsten, silver, cobalt, nickel, germanium, tin, lead and zinc. Concrete pavement: see Cement and Aggregates. Electric light: silica sand, limestone, tungsten and copper. Eyeglasses: made from soda ash, limestone and feldspar. Fertilizer: composed of potash, phosphates, nitrates, borates, sulfur and other minerals.

Stone Mountain State Park, NC 5.1.5 October 2002 Glossary, page 2 Fiberglass: made of silica sand, colemanite, limestone, feldspar and soda ash. Fishing: the fishing rod may be made of graphite; older rods may be made of fiberglass. Floor: floor or deck between floors may be made of perlite, vermiculite, zeolite or expanded shale; floor tiles may be made of limestone, pyrophyllite and talc. Gas lantern: the lantern mantle is made of thorium; see also Glass (below). Glass mug: glass is made from silica sand and may also include limestone, talc, lithium, borates, soda ash and feldspar. Glossy paper: the slick feeling of this paper is due to a high content of kaolin clay or calcium carbonate along with titanium dioxide for extreme whiteness. Golfing: golf clubs are made from graphite; minerals are used to keep the course green. Helmet: calcium carbonate, talc, clays, sulfur, mica and plastics (from oil). Jewelry: all precious or semi-precious stones are minerals; for example, opal, amethyst, aquamarine, topaz, garnet and diamond. Kaopectate: comes from kaolin. Lettuce: is grown using fertilizers. See Fertilizer. Linoleum: contains calcium carbonate, clay and wollastonite. Lipstick: may contain talc, calcium carbonate, clay and mica. Mag wheels: are made from steel or aluminum alloys that contain dolomite and magnesium. Makeup: see Lipstick. Metal spoon: some spoons contain silver. See also entries for Aluminum or Steel. Microwave-safe container: plastic (from oil) filled or reinforced with talc, calcium carbonate, titanium dioxide or clays. Milk of Magnesia: made from dolomite/magnesia. Mountain bike: the frame may be made of steel, aluminum, titanium and/or carbon fiber; the handlebars are made of aluminum and titanium; the brakes are made of aluminum, steel and magnesium; the tires are made of sulfur, bromine and iodine; the cabling is made of steel. Newspaper: see Catalog for information on the minerals in paper. Official Airline Guide: see Catalog. Paint: is composed in large part of minerals such as kaolin clays, calcium carbonate, micas, talc, silca, wollastonite and titanium dioxide. Pencil: the lead is made of graphite and clays. Planting mix: probably includes vermiculite, perlite, gypsum, zeolites and peat. Plaster of Paris birdbath: made from gypsum.

Stone Mountain State Park, NC 5.1.6 October 2002 Glossary, page 3 Plastic cup holder: plastics come from oil and require the following for their manufacture – calcium carbonate, wollastonite, mica, talc, clays and silica. Porcelain figurine: made of silica, limestone, borates and soda ash. Pots and pans: could be made of aluminum (lightweight for backpacking) or steel. Putty: contains limestone and gypsum. Quartz watch: the quartz crystal in the watch conducts electricity. Restroom: the wastewater from the restroom facility is handled by a wastewater treatment plant, which uses a wide variety of minerals such as zeolites, soda ash, lime and salt. Salt: is the mineral halite. Sheetrock walls: made of gypsum and include fire retardant additives such as clay, perlite, vermiculite, alumina hydrate and borates. Shingles: see entries for Fiberglass and Asphalt. Steel-framed skyscraper: in addition to iron and carbon, steel may contain other metals. Earth resources used in its manufacture include fluorospar, bentonite, chromite, bauxite, zir- con, silica, graphite, hyanite, andulusite, sillimanite and clays. Styling cream: may contain calcium carbonate. Sugar: calcium carbonate (limestone) is used in sugar refining. Swimming pool: the clarity and purity of the water is maintained by the use of a filtering system made from diatomite, perlite and clays. Synthetic marble: made of titanium dioxide, calcium carbonate and alumina. Teeth: your teeth and bones contain calcium. Telephone: optical fibers made from glass (silica) are now replacing copper wires. See also Computer to get an idea of other minerals used in telephones. Television: see entry for Computer. Tennis: tennis rackets can be made of graphite. Tinted window: may contain fluorospar in addition to glass (silica). Tires: contain clays, calcium carbonate, sulfur and barite. Toast: bread and bakery items contain gypsum. Tools: probably made of steel. See entry for Steel-framed skyscraper. Toothpaste: may contain calcium carbonate, silica, sodium carbonate and fluorite. Vegetable oil: is made clear through use of mineral filters including clay, diatomite or perlite. Water skiing: the skis are probably made of graphite. Yellow Pages: see Catalog entry for information about paper.

Stone Mountain State Park, NC 5.1.7 October 2002 Post-Visit Activity #2 Do You Mine?

Objectives: ity roughly parallels the pro- Major Concepts: • Mining •Write an essay supporting cess followed in North • Environmental issues or opposing a proposed Carolina. The North Caro- • Conservation of natural mining operation near a lina Department of Environ- resources state park. Provide at ment and Natural Resources least three logical reasons (DENR) receives and re- Learning Skills: to support the position. views applications from in- • Predicting, communicating dividuals and companies • Participating effectively in • Listen critically to oral groups, problem solving presentations and write that would like to conduct • Using language for per- notes of key points. mining activities here. (The sonal response • Demonstrate a willing- actual agency within DENR • Evaluating the accuracy ness to acknowledge that is responsible for this and value of information and ideas other points of view and review is the Land Quality work toward a group so- Section of the Division of Subject Areas: lution to a natural re- Land Resources.) The ap- • Science source issue. plicant must notify adjacent • English Language Arts landowners, local govern- • Social Studies Educator’s Information: ment officials, and other in- * See Activity Summary for terested parties that he/she a Correlation with DPI objectives in these subject n this activity, students has filed a mining permit areas. Iwill explore many view- application with DENR. All points surrounding mining parties have 30 days to pre- Location: Classroom adjacent to a state park. A pare written comments and realistic scenario is provided request a public hearing in Group Size: 30 students that centers on an imaginary the application. state park in a fictitious Depending on public in- Estimated Time: 90 minutes county. Each student terest in the proposed (two 45-minute periods over a should choose project and the po- two or three day period would be preferable) or be assigned tential environ- a viewpoint to mental im- Appropriate Season: Any represent. The pacts, DENR purpose of this may schedule Materials: activity is to and conduct a Provided by educator: help students public hearing. Per student: One copy of become aware At the hearing, Student’s Information with of environmental issues re- private citi- maps, and a Possible Argu- ments page that either sup- lated to earth resources, ap- zens and groups may ports or opposes the mining preciate different points of present their views and learn project (pp. 5.3.6 - 5.3.7) view, and develop skills in more about the proposed Per class: Additional resources problem solving. mining project. DENR staff on mining – Call N.C. Land evaluates the technical is- Quality Section at (919) The process for citizen 733-4574. participation in the mining sues concerning the project issue presented in this activ- as well as the public com-

Stone Mountain State Park, NC 5.2.1 October 2002 ments provided, then makes 3. Ask several students on Assessment: a recommendation to the Di- each side of the debate to Have each student write a rector of DENR’s Division read their essays or letters to second essay representing a of Land Resources. The Di- the class. The students different viewpoint. For ex- rector ultimately makes the should make notes of the ample, if the student’s first final decision on the appli- key points presented. Then, essay was opposed to the cation. If mining is allowed, as a class or in small groups, mining project, her second the company is given a per- brainstorm solutions to the essay should be in support mit that details the proce- problem; the goal should be of the project. dures and precautions it to list as many solutions as must follow to minimize en- possible. Next, have stu- Modification: vironmental impacts from dents suggest criteria that Do this activity as a simu- the project. could be used to evaluate the lated public hearing where solutions. Finally, use the student teams are assigned Instructions: criteria to rank the solutions. interest groups to represent 1. Give each student a copy If this is done in small at the hearing. Each team of the Student’s Information groups, ask each group to could orally present its posi- and discuss the proposed report on its top-ranked so- tion to a group of students mining project near White lution. Discuss ways that role playing the State Min- Dome State Park. List pros environmental issues are re- ing Board. After listening to and cons of the mining solved in a democratic all the interest groups, the project on the chalkboard or society. State Mining Board should overhead. Also, list all pos- make a recommendation, sible stakeholders in this 4. Be sure to explain to stu- explaining their reasons to issue. dents the actual process in the class. North Carolina in which 2. Divide the class in half; citizens can learn about min- Extension: give one half the opposing ing projects in their area and Have students do research viewpoints, and the other present their opinions. (See on a real environmental is- half the supporting view- the Educator’s Information sue in their state or county. points. Assign, or ask them in this activity.) Contact the Identify all the interest to choose a viewpoint from Land Quality Section for groups and their positions. their sheet and write an es- more information or visit Who made the final decision say explaining this position. their website at http:// on how the issue was to be This could also be done in www.dlr.enr.state.nc.us resolved? What agency or the form of a letter to the Find out how citizens of group of people carried out State Mining Board. Each other countries might solve the solution? What was the student should have at least a similar resource issue. outcome? three key points to back up Which governmental agen- their argument. If desired, cies would they contact for give students time to re- assistance? search their viewpoint, their interest group, or more about mining operations in general.

Stone Mountain State Park, NC 5.2.2 October 2002 Student’s Information “ Do You Mine?”

hite Dome State Park Wconsists of 900 acres in the heart of the Sentinel Mountains. The Sentinel Mountains are an ancient mountain range with beautiful rock formations and waterfalls. Located in Granite County, the park is only a two to three hour drive from several large metropolitan areas. It is one of the most popular places in the state for hiking, picnicking and relaxing. Several rare and endangered species reside in the park and are part of an ground, to add a mountain The State Mining Board ongoing research study by a bike trail, and provide for has set up a hearing to listen local university. horseback riding. to all sides of the issue. The park protects an ex- A local mining company They will decide whether posed pluton of granodior- owns this 600-acre parcel the mining company should ite rock that is a popular and would like to mine the be allowed to mine so close rock climbing area. To en- valuable granodiorite rock to a state park. If they allow sure that the entire pluton is for use as building stone. the mining activity, they will preserved, the State Parks This company has applied outline, in a permit, what Department would like to for a permit from the State types of mining activities add another 600 acres of Mining Board to proceed are allowed or not allowed. land adjacent to the existing with their mining operation. If they decide against the White Dome State Park. The mining company esti- mining activity, they may Park visitation and demands mates it will take them 40- help determine a fair price for recreational services 50 years to remove all the for the land – if the State have increased greatly over stone. They have found a Legislature should agree to the past ten years. To meet potential market for their purchase the 600 acres and these demands, the State stone. A real estate develop- increase the size of White Parks Department would ment company has pur- Dome State Park. like to put a family camp- chased a large area of land ground at the base of the near White Dome State Park ridge line on this proposed with the intention of build- addition to the park. The ing an industrial park. This Department also has plans to development company connect the existing trail would like to use local stone system with this camp- in the construction of their office buildings.

Stone Mountain State Park, NC 5.2.3 October 2002 Student’s Information Park Map

Granite

WHITE DOME

Map Provided by Martin Marietta Aggregates, Raleigh, NC.

Legend

Hiking Trail Picnicking Restrooms Visitor Center

Parking Area Point of Interest Ranger Residence

Stone Mountain State Park, NC 5.2.4 October 2002 Student’s Information Quarry Map

Cutting Granite Plant

Stockpile Area

WHITE DOME

Park Boundary

Map Provided by Martin Marietta Aggregates, Raleigh, NC

Stone Mountain State Park, NC 5.2.5 October 2002 Possible Arguments Real Estate Development concerned that some of the for Supporting the Company jobs would be temporary – Mining Project You are eager to work with just during mining and con- the local mining company and struction. However, if more Local Mining Company local businesses in the con- schools and a library were If you are allowed to mine struction of a new industrial built with the tax money, then the granodiorite in Granite park in Granite County. Using there would be more jobs for County, you could hire more local materials in building con- teachers, librarians and others. employees and thus lower un- struction will increase your All the new development employment in the county. profits and lower building would mean more money in Also, the more money your costs – because the cost of property taxes. You are a company makes, the more transporting materials to the little worried about the taxes they pay. This would building site will be reduced. project’s effect on the state surely help the local economy. Furthermore, you think it is park. Some of the income in You will take every reasonable possible to minimize the im- the county comes from tour- measure to protect the environ- pacts of mining and develop- ists visiting the park. A min- ment, as required by law. ment. In your opinion, the loss ing operation near a state park However, there will be some of a few species of plants or might discourage tourists. effects. You will have to frac- animals is a small price to pay Some local businesses might ture the rock either by cutting for progress and an increase in suffer. it with diamond saws or blast- the number of jobs in the ing it with small explosives. county. Since you use the Local Association of The rock will then be cut into most advanced energy conser- General Contractors smaller blocks and transported vation techniques in the design You support this project be- with heavy equipment. You of your office buildings, your cause it will mean more work plan to leave a 100-foot buffer industrial park will help the for you. You are happy to area around the mining pit and environment in the long run. hear that stone is becoming provide a sight and sound bar- Finally, the taxes on the sale of popular in the construction of rier as well. your buildings will bring new office buildings. The You have read the park’s enough money into the county quality of the local stone is ex- master plan. You know that to build a new library and cellent and you would prefer the state would like to add at modern schools, which are to work with it. However, you least another 600 acres to in- very much needed in this rural are willing to work with any crease the size of the park. area. kind of stone. You worry that How much more land in Gran- if the local mining project is ite County is the state going to Chamber of Commerce not allowed, it may be too ex- take out of the tax base and You support this project, pensive for the real estate make off limits to your mining with some reservations. Your company to transport stone company? You would be will- mission is to bring business from other parts of the United ing to sell your land to the and industry to Granite County States. The real estate com- state very cheaply after you to create new jobs and provide pany may decide to abandon remove the building stone in the county with extra tax the industrial park project al- about 40 years. At that time, money. A new industrial park together. This would be a se- you will do your best to restore should attract new businesses rious economic loss to the lo- the area so that it can be used to the area, create many new cal contractors! as a campground, ball field, or jobs, and help your rural other recreation area. economy to grow. You are

Stone Mountain State Park, NC 5.2.6 October 2002 Possible Arguments to see more land officially be- want to know what kind of for Opposing the come part of the state park. land reclamation the mining Mining Project You are also in favor of the company plans to do after proposed campground as it mining is over. You are also State Parks Department would provide a central loca- worried about the new indus- Your mission is to protect tion for camping. This would trial park. What kinds of busi- and preserve the natural envi- protect the wilderness by re- nesses and industries will op- ronment, and provide recre- ducing the impact of many erate in this park? Will they ational opportunities to the smaller campsites or picnic ar- pollute your air and water? public. Park visitors often re- eas spread over the whole You hope that if the mining quest camping facilities. The park. The park is one of the project is not allowed, the real proposed addition to White few undeveloped places in the estate company will drop its Dome State Park would be an area where people can go to plans to build the industrial excellent place for a family “get away from it all” and en- park. You moved to Granite campground. This area is joy a truly wilderness experi- County to be closer to nature home to several rare and en- ence. A mining operation and to get away from crowds dangered plant species. A would destroy the breathtaking and traffic. You’d much mining operation would de- scenic views as well as the rather see the land, now stroy plant communities and beautiful and rare plant com- owned by the mining com- valuable wildlife habitat. munities. If not properly con- pany, become part of White Trees would be removed, the trolled, the erosion and sedi- Dome State Park. ground would be bulldozed, mentation resulting from the and the resulting erosion and mining operation could dam- Local Ecotourism sedimentation might damage age water quality and kill fish. Businesses water quality in the pond, if Also, the noise from the trucks You own one of the small not properly controlled. You and the rock cutting and blast- businesses that cater to tour- are also concerned about visi- ing is offensive to those ists who come to the state park tor safety in and around a min- people who come to the area to go fishing, hiking, camping, ing operation. Ensuring that for peace and quiet. Preserv- rock climbing, mountain bik- park visitors do not wander off ing the environment is more ing, and horseback riding. the park and into the proposed important than increasing tax Ecotourism businesses include mining area would add to the revenues. restaurants, gas stations, and park rangers’ duties. Also, sporting goods stores that sell what happens when the mining Local Residents or rent outdoor recreational operation ends? Old rock You are a group of Granite equipment to the tourists. quarries fill up with water and County residents who live You are opposed to the mining can be dangerous places. In near the proposed mining op- operation as you feel it would your opinion, after mining, this eration. You believe this op- negatively impact your busi- area would not be a safe place eration will lower your prop- ness by scaring away the tour- for a campground. erty values. You do not want ists. You believe that the pro- to hear rock cutting and blast- posed family campground A Hiking or Wilderness ing, or to have heavy truck would increase your business Club traffic in your neighborhood. by providing more recre- You are a large group of When the mining operation is ational opportunities. You are citizens including anglers, rock over, you are concerned that in favor of anything that climbers, hikers, bird watchers the abandoned quarry will be- would increase park visitation. and campers. You would like come a dangerous place. You

Stone Mountain State Park, NC 5.2.7 October 2002 Post-Visit Activity #3 Mining in a Nutshell

Major Concepts: from the National Energy Educator’s Information: • Phases of mining operations Foundation at (800) 616- n this activity, students • Raw material consumption 8326. Order item #40MMH. • Reclamation Iwill participate in a min- Credits: Adapted from the ing simulation that uses Learning Skills: “Mining In A Nutshell” shelled peanuts to represent • Observing, classifying, activity by Walt Lombardo of mineral resources. In inferring the Nevada Division of teams, students will experi- • Noting important details Minerals. Found in the and drawing conclusions Minerals Education ence the exploration, extrac- • Gathering and organizing Curriculum Notebook by the tion, processing, manufac- information Interstate Mining Compact turing and consumption • Mapping Commission. Student’s phases of mining. Then Information on reclamation is they will read about and dis- Subject Areas: excerpted from the Interstate • Science Mining Compact Commission cuss the permitting and rec- • English Language Arts Reclamation Poster. lamation phases. • Social Studies Teachers can follow the * See Activity Summary for a Correlation with DPI teacher script provided, or objectives in these subject use a learning cycle ap- areas. Objectives: proach. If using the learn- • List and describe at least ing cycle, omit the teacher Location: Classroom and home five phases in mining script and introduce the Group Size: 30 or less earth resources from the mining information after the initial discovery of a min- simulation is completed. Estimated Time: Part I — 30 eral deposit through Consider applying the con- to 45 minutes; Part II — 45 society’s consumption of cepts to actual mining ex- minutes a finished mineral prod- amples in North Carolina or Appropriate Season: Any uct. elsewhere. • Explain at least three Materials: ways that mining compa- Provided by the educator: nies can reduce environ- Per student: Student’s Information, sheet of graph mental impacts. Safety Advisory paper for map making, pen or This activity involves the pencil use of shelled peanuts. Per class: 2-3 pounds of roasted Prerequisites: peanuts in the shell, assorted We recommend that the Before doing this activity, colors of enamel paint (or students complete Pre-visit find out if any students fingernail polish) and Activity #3, “Mineral are allergic to peanut brushes, blender, vegetable products. If so, substitute oil, honey, and salt (optional), Study,” and/or Post-visit celery sticks, crackers, apple Activity #1, “Minerals in chocolate candies slices, plastic knives, rock Our Lives,” before doing wrapped in paper or foil and mineral samples and this activity. of different colors for the associated products. peanuts. Optional: “From the Mine to My Home” poster - available

Stone Mountain State Park, NC 5.3.1 October 2002 Instructions: room. You can group differ- “In real life, geologists use a 1. Paint spots of color on the ent colors together in the variety of tools and instru- unshelled peanuts using hiding places. (Several dif- ments to help locate mineral enamel paint or fingernail ferent minerals are often resources. Airplanes and he- polish. Use several colors, found together in nature.) licopters with photographic each of which can represent Keep track of how many equipment are used by ge- a different mineral. For ex- peanuts of each color are ologists. They also use ample: Yellow = Gold, Blue hidden. magnetic and gravity-detect- = Silver, Green = Copper, 5. If available, post a “From ing equipment. This equip- Red = Iron, Black = Lead, the Mine to My Home” ment gives information White = Gypsum. For each poster in a prominent spot in about the earth’s subsurface. color used, paint 25-30 pea- the classroom. Geologists sometimes use pictures taken from satellites nuts. Note: If using choco- 6. Divide students into in their search for mineral late candies wrapped in foil/ groups of four to six. Iden- resources.” paper, make sure you have tify each group by a color, 25-30 of each color. for example: the Red table, Discuss the various explo- 2. Prepare a map of the the Yellow table, OR have ration processes shown on the room or location where this the students at each table poster. These include search- activity will be done. It give their group a colorful ing, drilling, analyzing, evalu- should show major features name like the Blue Quartz ating, discovering and identi- like doors, windows, desks, Mine or the Red Devil fying. and tables, cabinets, etc. A Mine. (The colors selected 8. Next, in three to five min- simple drawing on 8 1/2 by should be the same as the utes, have the students find 11-inch graph paper should colors used on the peanuts.) and remove only the peanuts be sufficient. Provide cop- 7. Have the students explore of their assigned color and ies for all students. the room and locate the pea- return with them to their OR nuts of their assigned color. group’s table. Have each group count the number of 2a. Have the students pre- Challenge them to find all peanuts they found and pare their own maps of the 25 or 30 peanuts of their as- record that number. Explain items and features in the signed color. They should to the group that this repre- classroom. take their maps with them and plot where the peanuts sents the Extraction phase Provide graph paper for of mining. the map preparation. If you are located. Do not remove the peanuts at this time. Say: “In real life, after know the orientation of the Relate the peanuts to the the resources are located, room, place signs on the rock and mineral samples. they must be removed from walls denoting north, south, (The rocks may contain use- the earth. This process is east and west. Have the students orient their maps with ful minerals just as the called extraction. People north at the top of the paper. whole peanuts contain the build surface or under- useful nuts within their ground mines to extract 3. If available, set out shells.) Explain to the stu- mineral resources. To get samples of various minerals dents that by locating the oil, holes are drilled deep and some of the products hiding places, the students into the earth. Mining and made from them. have completed the Explo- drilling are two ways we ex- 4. Hide the peanuts in vari- ration phase of mining. tract and produce mineral ous locations around the Say the following: resources.” Have the groups

Stone Mountain State Park, NC 5.3.2 October 2002 share their extraction (or crowave to make chocolate schools and everything in mining) success. Were they syrup.) Explain that this them – everything we use able to find all the peanuts step of the Processing phase today – either has to grow of their assigned color? Dis- is called refining. (plants, trees, etc.) or it has cuss various mining pro- Say: “Some minerals to be mined from the earth. cesses shown on the poster. have to be smelted and re- And plants (trees for lumber, They include blasting, dig- fined before they can be fruits, and vegetables) and ging, removing, loading, made into useful products. animals couldn’t grow with- hauling and developing. For example, when oil is out the minerals in the earth 9. Have the students shell pumped from the earth, it is for nutrition. It is virtually their peanuts. The peanuts in crude form. The crude oil impossible to farm, process and shells should be kept in is sent to a refinery where it food, and manufacture separate piles at each table. is processed into oils, sol- clothing items without tools (Note: If using chocoloate vents, fuels and petrochemi- and machinery made from candies, ask students to re- cals.” mineral products.” move the candies from the 11. Using plastic knives, 13. Distribute copies of the wrappers.) Explain that have the students spread the “Every American Born...” shelling the peanuts repre- peanut butter on celery, graphic on page 5.3.8 or sents one step of the Pro- crackers, and apple slices. project it on the wall with an cessing phase. (Note: If using chocoloate overhead projector. Say: “Valuable minerals syrup, students can dip apple Say: “According to the are in ordinary looking rock slices or other items into the Mineral Information Insti- when they are taken from syrup and let them cool on tute, every American born the earth. They are often wax paper.) Explain that will need 3 3/4 million hidden as tiny particles in this is the Manufacturing pounds of minerals, metals, the rock. The valuable min- phase. and fuels in a lifetime.” erals are removed from the Say: “After the mineral Ask students to react to this rock and concentrated. This and energy resources are re- statement. Review the in- is called processing and can fined, these raw materials formation on page 5.3.9 that include crushing, grinding, are made into products dur- lists many products that screening, separating and ing the manufacturing come from North Carolina milling.” phase. Their transformation mines. You can also use the 10. Ask someone from each into consumer products is poster “From the Mine to of the teams to bring the almost limitless. Products My Home” to recap the ac- shelled peanuts over to the ranging from fertilizers to tivity. blender. Place all of the plastics, or from bicycles to 14. Explain to the students shelled peanuts, along with airplanes are made by that although this activity vegetable oil, honey, and salt people and machinery.” demonstrates many of the (if desired) in the blender. 12. Allow the students to steps that are taken in the Turn on the blender and eat the above manufactured mining process, it leaves out blend until all the ingredi- items. Explain that this is two very important steps. ents become peanut butter. the Consumption phase. Can they guess what has (Note: If using chocolate Say: “We learned in pre- been left out? (Permitting candies, you can melt the vious activities how much phase and the Reclamation candies in a pan on a hot we depend on rocks and phase) These phases are plate, or in a bowl in the mi- minerals. Our homes and necessary to prevent serious

Stone Mountain State Park, NC 5.3.3 October 2002 environmental impacts such mation and why are they im- Extensions: as erosion and sedimentation portant? 1. Visit a quarry or mine in in our rivers and streams. Answer: your area. 15. Pass out copies of the • Permitting phase 2. Research the following: Student’s Information to • Are there additional • Reclamation phase each student. Ask them to phases in the mining pro- read the information and un- Both are important to pre- cess that weren’t covered derline ways that mining vent serious environmental in this activity? (Hint: companies can avoid major damages from mining. Marketing phase and Re- environmental damage. As cycling phase) a class, list and discuss some 3. Describe at least three • Why is recycling so im- of these methods. ways that mining companies portant? (Hint: Mineral prevent environmental dam- resources are nonrenewable. Research which Assessment: age while mining, or ways they repair a site after min- ones are in short supply.) Ask your students the ing. • Which of the phases in a questions below. This may mining operation is likely Answer: be done as a class discus- to be the most expensive? sion, or students can write Refer to Student’s Informa- their answers on paper. tion and your class list.

1. List the five steps in the 4. What agency in the De- mining process we actually partment of Environment simulated in our classroom and Natural Resources ap- mining activity. proves or denies mining ap- Answer: plications? • Exploration phase Answer: The Land Quality Section of the Division of • Extraction phase Land Resources. •Processing phase • Manufacturing phase 5. How many pounds of • Consumption phase minerals, metals, and fuels will every American con- 2. What are the two addi- sume in a lifetime? tional phases that you read Answer: 3 3/4 million about in the Student’s Infor-

Stone Mountain State Park, NC 5.3.4 October 2002 Student’s Information:

he activity “Mining in a technical issues concerning 6. Impacts to offsite proper- TNutshell” demonstrates the project as well as the ties and water courses from many of the steps in the min- public comments provided. erosion and sedimentation ing process. It leaves out two Then the staff makes a rec- would be unacceptable. very important steps, how- ommendation to the Director 7. The applicant has a ever – the permitting phase of DENR’s Division of Land record of violating environ- and the reclamation phase. Resources. The Director ul- mental regulations. timately makes the final decision on the application. If Permitting Phase mining is allowed, the com- Reclamation Phase A mining company must pany is given a permit that In the early days of min- first submit an application to details the procedures and ing, companies didn’t think the North Carolina Depart- precautions it must follow to much about how the land ment of Environment and minimize environmental im- would be used after the min- Natural Resources (DENR) pacts from the project. erals were taken out of the before it can perform any In North Carolina, there ground. In the 1970s, laws mining operation that will are seven conditions under were passed to protect the disturb one or more acres of which a mining permit can land and to require it to be land in North Carolina. The be denied: returned to some useful pur- actual agency within DENR pose after mining. This is that is responsible for re- 1. The very nature of the op- called reclamation. If rec- viewing the application is the eration violates the intent of lamation is done right, Land Quality Section of the the law. This would include people are protected from Division of Land Resources. a mining operation deemed hazards like dangerous cliffs The applicant must notify ad- negligent in some way. and deep ponds. The land jacent landowners, local gov- 2. There would be a signifi- is protected by requiring the ernment officials, and other cant adverse impact on endan- soil to be returned and grass interested parties that he/she gered animal and plant spe- and trees to be planted. has filed a mining permit ap- cies and on wildlife in gen- And, the air and water are plication with DENR. All eral and/or on groundwater protected by requiring min- parties have 30 days to pre- supplies used for drinking. ing companies to prevent pare written comments and 3. The operation would vio- pollution. request a public hearing on late standards of air quality, Some sites, mined before the application. surface water quality and reclamation laws were Depending on public inter- groundwater quality. passed, were left in poor est in the proposed project 4. How well the offsite im- condition. For example, and the potential environ- pacts, such as blasting and some mining companies left mental impacts, DENR may landslides, are addressed by steep cliff-like “highwalls” schedule and conduct a pub- technology, buffer zones, that were ugly and danger- lic hearing. At the hearing, berms and other means. ous. They also left bare ar- private citizens and groups 5. The operation would have eas with no grass or trees. may present their views and a significant adverse impact This resulted in runoff of learn more about the pro- on a publicly-owned park, sediments into streams, posed mining project. forest or recreation area. lakes and rivers. (Sedimen- DENR staff evaluates the tation kills aquatic plants

Stone Mountain State Park, NC 5.3.5 October 2002 and animals and gradually of reclamation is good plan- following: fills in bodies of water.) ning. Miners must know • Holes made to search for Sometimes the land would how the land is going to be minerals (drilling holes) heal itself naturally, but not used after mining before must be filled in. This will before environmental dam- they begin the mining pro- prevent water from filling age was done. cess. This allows the miners the holes. to determine the best way to There are many uses for • Roads built by the miner mine and protect the land at land that is reclaimed the to haul the materials out of the same time. Miners work correct way. Some of these the mine must be removed closely with the state gov- uses are: and fixed. The same thing ernment officials who write • ponds or small lakes that must be done for any pipes and enforce the laws and can be used for farming or ditches that the miner permits about how to mine or fishing; used to help control water and reclaim the land. The • fields for farming; pas- during mining. tures that animals can use state makes the miners pay • Equipment used for min- for grazing; money before they begin ing has to be removed. • recreational areas such as mining (a reclamation bond) Sometimes the miner has to golf courses, parks, play- to make sure they do a good break up the equipment be- grounds, and soccer job. If a miner does a poor fore moving it because it is fields; job or leaves without finish- so large. If the miner built • forests, wildlife areas or ing his/her work, the state any buildings, these would wetlands for birds and has the money to do the rec- have to be torn down and re- animals; lamation work itself. moved too. • large open areas for There are many things building houses, shopping that happen during mining • Any pits that were left af- malls, hospitals, prisons, that can cause environmen- ter taking the minerals out of airports, or other types of tal problems or make an area the ground must be filled in businesses. unhealthy of unsafe for or, if water is going to be left in them as part of the There are many possibilities people. Some of these use of the land after mining, depending on the size and things are dust, noise, vibra- the miner has to be sure the type of mine that is being re- tions, erosion and sedimen- ponds or lakes are safe. claimed, the surrounding tation. If the mining com- This sometimes means that area, and the condition of pany starts reclaiming the the land must be sloped to- the land. land right away, even before it has finished mining other wards the lake or fences The decision about what areas, some of these prob- must be built around the to do with the land involves lems can be avoided. The pond or lake. It is also im- lots of people: the mining sooner reclamation starts, portant to make sure the wa- company, DENR, the people the better it is for people and ter is clean, especially if who live near the mine, and the environment. This is people are going to swim or the people from the nearby called contemporaneous fish in it. city or town who make deci- reclamation. After all of these things sions about what can be are done, the miner has to built in the area (town plan- When reclamation is done reclaim the land by doing ners and zoning authorities, correctly, the miner will several things. Some of for example). make sure that all of the different areas of the mine are these things are: The most important part reclaimed. This includes the

Stone Mountain State Park, NC 5.3.6 October 2002 • At surface mines, where a • Once the grass and trees people and to prevent any lot of dirt was removed to are planted, the miner must environmental problems left reach the mineral deposits, make sure that they stay over from mining. this dirt (called overburden) healthy. He or she will fer- Sometimes mining com- may be placed back into the tilize the grass and will panies also help get rid of pit after the materials are re- make sure the rain does not dangerous highwalls or moved. Then the dirt must wash away the grass seed or other unreclaimed land be graded or smoothed out. the tree saplings. It is im- problems that were left by After this is done, the miner portant to keep the grass and miners from many years may place topsoil on top of trees growing so that the ago, before the reclamation the overburden material so topsoil is not washed away laws existed. A mining that grass and trees can grow. (erosion). Sometimes the company may go into those • Usually, the topsoil has miner might also build small places and do more mining, been saved from when the dams to keep the water away then reclaim the land as de- mine was first started and it from the newly planted ar- scribed above. This is called is then put back. It is eas. In a short time, the remining. Remining results smoothed out so that the land grass and trees will start to in unreclaimed land being looks like it did before min- grow. returned to a beneficial use, ing. Sometimes the miner With successful reclama- and the area being made safe has to push dirt and topsoil tion, the area will look very for people and animals once up against any cliffs much like it did before min- again. (highwalls) that the miner ing began. It will be in the made during mining. This same shape (hilly where it has to be done a little at a was hilly before, etc.). This time so that the material is called approximate origi- stays in place and so that the nal contour. The reclaimed cliff is eventually covered. area will also have lots of • After the land is put back grass, or other vegetation, into the right shape, the next depending on the post-min- step is to plant grass and pos- ing land use. sibly trees. This depends on Sometimes it is not prac- how the land will be used. If tical to restore the land exit is going to be a pasture, actly as it was prior to min- hay or special grasses will be ing. However, the land will planted. If it is a farm, some be reclaimed in such a way type of crop like corn, soy- that it conforms beans, or wheat will be with the surround- planted along with grass. If ing areas. There the land will be used for a may be small shopping mall, a school or a ponds to collect hospital, regular grass will be rainwater in some planted to keep the topsoil in instances. Efforts place until it is time to build. are made to make It all depends on the final the area safe for land use. animals and

Stone Mountain State Park, NC 5.3.7 October 2002 Stone Mountain State Park, NC 5.3.8 October 2002 Here are more examples of products that come from mines in North Carolina:

• Silica sand and quartz Lithium is used in • Building stone is used to mined in North Carolina are supersonic face or veneer buildings, used in the manufacture of aircraft, walls and fireplaces. glass. Refined silica sand is spacecraft, paints, • Emeralds, rubies, garnets also used in the glass screens batteries, grease, and more than 300 other of televisions and computers lubricants and varieties of gemstones can be and in electronic chips. medicine. found in North Carolina. • Kaolin clay is used in the •Talc is used in paints, Thousands of tourists and manufacture of dinnerware, insecticides, rubber products, rockhounds search for fine porcelain and as a paper ceramics, paper coatings and gemstones in North Carolina coating. dinner ware. each year. • Furnaces used to bake • Pyrophyllite is used in • North Carolina was once a bricks are lined with olivine. soap, bleaching powders and major gold producing state. Olivine is used as a electric insulators. The most In 1799, a 17-pound nugget refractory liner in kilns and familiar use for both this was discovered in Cabarrus heating furnaces. Olivine is mineral and talc is in talcum County. That discovery mined in Yancey County. powder. touched off the first true gold • Peat is mixed with soil • Brick manufacturing is the rush in the United States. around plants and flowers. third largest income- During the mid 1800s, Peat is also used as an producing mining gold coins were insulation for packing fruits industry in North minted at the and vegetables and as a Carolina. Clay is privately owned protein additive in cattle mined and made Bechtler Mint in food. into bricks of all shapes, Rutherford County and at a colors and sizes. Bricks are branch of the United States • Phosphate is used in plant Mint in Charlotte. Although food, fertilizers, animal feed, also used for large buildings and in the paving of large-scale gold production pesticides, ceramics and ended in the 1800s, gold photographic chemicals. walkways. Some clays are made into drain and floor production continued until • Lithium is produced from tiles. 1942. New mining spodumene. technology has renewed • Many buildings, including interest in commercial gold the State Capitol, are covered production. by North Carolina dimension stone. One of the most • The crushed rock, sand popular is the Mt. Airy and gravel used to build "granite." Dimension stone roads and buildings comes is also used to build from North Carolina’s largest monuments. income-producing mining industry – aggregate mining. Without it, we could not build roads of concrete or asphalt or construct bridges.

Stone Mountain State Park, NC 5.3.9 October 2002 VOCABULARY Absolute dating - a technique used to date Cleavage - the tendency of a mineral to break rocks based on the decay rate of radioactive along well-defined planes of weakness. elements in the rocks. Colluvial deposit - the mass of rocks at the Acadian orogeny - a middle-Paleozoic moun- bottom of a slope or cliff. tain-building event. Compaction - the process or state of being Aggregate mining - the mining of uncrushed pressed together; compacted. or crushed gravel, stone, rock or sand. Composite - a complex material in which two Alligator Back Formation - a mappable unit or more distinct components combine to of rocks consisting primarily of gneiss, am- produce a material unlike any of its compo- phibolite, and minor amounts of quartzite and nents. marble which are exposed along the Blue Contemporaneous reclamation - reclaim- Ridge escarpment from Wilkes County, NC to ing a mining site while it is in the process of Patrick County, VA. being mined. Alluvial fan - a fan-shaped accumulation of Continental plates - granitic plates on sediment deposited at the mouth of a ravine. which the continents ride. When these Amphibole - a group of generally dark hy- plates collide, they push up mountains and drous silicate minerals including common create metamorphic rock because of the rock-forming varieties such as horneblende pressure of the collision. and actinolite. Crystal - a solid mass of mineral, having a Amphibolite - a type of dark metamorphic crystalline structure: a regular geometric shape rock consisting mainly of amphibole and bounded by smooth, flat surface (crystal plagioclase feldspar with little or no quartz. faces). Approximate original contour - in mining Decay - to decompose; rot. reclamation, it is making the lay of the land Deposition - process by which materials, much like it was prior to mining. carried by the agents of erosion, are dropped Biotite - a black, dark brown, or dark-green elsewhere. iron and magnesium-bearing mineral of the Differential weathering - weathering that mica group. occurs at different rates, as a result of varia- Cascade - water flowing over and in contact tions in composition and resistance of a rock, with steep rocks. or differences in intensity of weathering. It usually results in an uneven surface where Chemical weathering - the erosion or more resistant material stands higher or pro- wearing down of a rock and its minerals by trudes above softer or less resistant parts. chemical reactions which change the identities of the minerals. Dike - a tabular igneous intrusion that cuts across the bedding or foliation of the surround- Clastic - a rock or sediment composed of ing rock. fragments derived from pre-existing rocks or minerals and transported by wind, water, or ice.

Stone Mountain State Park, NC 6.1 October 2002 Earth’s crust - a rigid shell only about 30 Feldspar - any of a group of abundant rock- miles thick, less than one hundredth of the forming minerals occurring principally in distance to the earth’s center. Eight elements igneous, plutonic, and some metamorphic account for almost 99% of the earth’s crust: rocks and consisting of silicates of alumi- oxygen (46.7%), silicone (27.7%), aluminum num with potassium, sodium, calcium, and (8.1%), iron (5.1%), calcium (3.7%), sodium rarely barium. (2.8%), potassium (2.6%) and magnesium Flail - a manual threshing device consisting (2.1%). Granitic material makes up continents; of a long, wooden handle or staff and a shorter, basaltic rock makes up oceans. free-swinging stick attached to one end. It was Element - a substance, such as oxygen, silicon used to strike or beat grain to separate the or carbon, that cannot be split into smaller grain from the rest of the plant. chemical substances. Flourescence - the visible light given off by a Eon - the largest unit of geologic time. Earth’s mineral when it is exposed to (invisible) ultra- history is divided into four eons: Hadean, violet rays. Archean, Proterozoic and Phanerozoic. Folding - to bend over or double up so that one Epoch - a unit of geologic time that is a divi- part lies on another part. sion of a period. Foliation - in metamorphic rocks, the layered Era - a unit of geologic time made up of one or texture that results from parallel arrangement more periods. of flat or elongated mineral grains such as mica. Erosion - the process whereby water, wind and ice loosen and carry away rock debris. Fossils - the remains or indications of an This process continually wears down all organism that lived in the geologic past. rocks, creating sediments which eventually Fracture - the characteristic manner in which form new sedimentary rocks. a mineral breaks. Exfoliation - an erosional process in some Geologic process - the breaking down and rocks where parts of the rock flake or come building up of rocks, such as weathering, off in layers parallel to the surface. erosion, sedimentation and volcanic action; Exfoliation dome - a large, dome-shaped the phenomena of how the earth is formed. form developed in massive, uniform course- Geologic time - all the time that has occurred grained rocks by exfoliation. since the formation of the earth. Extrusive igneous rocks - rocks formed on the Geologist - one who studies geology. earth’s surface by the cooling of molten magma material originating within the earth’s Geology - the scientific study of the origin, crust. Once magma reaches the surface it is history and structure of the earth. called lava. Gneiss - a foliated, metamorphic rock com- Fault - a break in the earth’s crust along which posed mainly of quartz and feldspar. This rock movement has occurred. often has a striped or marbled appearance with light and dark minerals lining up in bands. Gradient - the rate of incline or slope.

Stone Mountain State Park, NC 6.2 October 2002 Granite - An intrusive igneous rock with very Luster - the way a mineral reflects light. Can course grains composed of quartz, potassium be glassy, metallic, pearly or dull. feldspar and mica. Magma - molten rock deep within the earth Granodiorite - a rock that is similar to from which igneous rock is formed. granite but contains less potassium feldspar Mantle - in geology, the layer of the earth (orthoclase) and more sodium feldspar between the crust and the core. (plagioclase). Granodiorite may also contain more biotite, hornblende or other dark- Mass wasting - downward movement of rock colored minerals than granite does. fragments under the influence of gravity, without transport by or in another medium Hardness - the ability of one mineral to such as water or ice. scratch, or be scratched by another mineral. The hardness of a specific mineral is described Mechanical weathering - the erosion or by Mohs Hardness Scale. breakdown of rock into particles without changing the identities of the minerals in the Hematite - a mineral composed of iron and rocks; water is the most important agent. oxygen. A principal source of iron. Hematite is the substance that gives clay its red color. Metamorphic rocks - rocks that have changed both physically and chemically due Hornblende - the most common mineral of to increases in pressure and temperature, and the amphibole group. It is commonly black to chemically active solutions. dark green, and occurs in distinct monoclinic crystals or in columnar, fibrous, or granular Metamorphosis - a transformation, a marked forms. change in appearance or condition. Igneous rocks - rocks formed by the cooling Mica - a mineral family recognized by its of molten magma. ability to be split easily into characteristic thin sheets. Inorganic - involving neither organic life nor the products of organic life. Microbe - a very small (microscopic) life form; microorganism. Intrusive igneous rocks - molten igneous rocks that force their way into the surrounding Mineral - a solid, naturally-occurring blend rock and solidify below the earth’s surface. of elements having a uniform chemical composition and a constant set of physical Joint - a planar break or crack in a rock, properties, including a crystalline shape. without displacement. Nutrient - something that provides food or Knick point - an interruption or break in slope nourishment. where the longitudinal profile of a stream or valley changes abruptly. Organic - of, pertaining to, or derived from living organisms. Lava - molten rock (magma) that is forced out of a volcano or out of cracks in the earth’s Oscillator - a device that swings back and crust and onto its surface. forth with a steady uninterrupted rhythm. Leaching - process by which water dissolves Outcrop - an area of exposed rock. Ex- and carries away minerals. amples are road cuts, stream beds, quarries and naturally occurring rocky areas. Limestone - a sedimentary rock that consists mainly of calcium carbonate. Overburden - the soil or rock that covers a mineral deposit or orebody.

Stone Mountain State Park, NC 6.3 October 2002 Oxide - a binary compound of an element or restore a mine site for beneficial uses upon radical with oxygen. completion of a mining operation. Pangaea - the name of a hypothetical conti- Remining - going into a on old mining site nent that fragmented into several of the conti- that existed before reclamation laws existed, nents on earth today. doing more mining, then reclaiming the land Parallel sheet joint - a break in a rock face to return it to a safe area of that is of beneficial that occurs parallel to the rock face. When use. overlying rock is removed by erosion, pres- Relative dating - a technique used to estimate sure is released and the outermost layers of the the age of rocks based on their relative posi- outcrop pull away from the main mass of tion in a sequence of rock units. Fossils, if rock. available, are also used to estimate age. Pavement outcrop - a large, relatively flat, Resistant rocks - Rocks or minerals that exposed rock outcrop. weather and erode more slowly than other Pegmatite - an exceptionally course-grained, rocks or minerals in the same area. light-colored intrusive igneous rock, with Resonator - a hollow chamber or cavity with interlocking crystals of quartz, feldspar, and dimensions chosen to permit internal resonant mica, usually found as irregular dikes, lenses oscillation of electromagnetic or acoustical or veins, especially at the margins of large waves to specific frequencies. bodies of plutonic igneous rock. Rock - a naturally-occurring consistent mass Period - a unit of geologic time that is a of one or more minerals; the three rock types division of an era. are named according to their formation pro- Piezoelectricity - ability of some materials, cesses: sedimentary, metamorphic and igne- such as quartz, to generate a small amount of ous. electricity when squeezed or put under pres- Rock cycle - the process whereby one rock sure. type changes into another. Pluton - a large plutonic mass, at least par- Rutile - a lustrous red, reddish-brown, or tially igneous, that has more than 40 square black natural mineral used as a gemstone, as a miles (100 square kilometers) of surface source of titanium, and in paints and fillers. exposure and no known floor. Sandstone - a sedimentary rock consisting of Point bar - the sediment deposited on the quartz sand particles or grains cemented inside of a meander in a stream. together.

Pyrite - a mineral, iron sulfide, FeS2, also Schist - any of various medium to coarse- called fool’s gold. This brassy-yellow mineral grained metamorphic rocks composed of consists of iron and sulfur. laminated, often flaky, parallel layers of Quartz - a hard crystalline mineral made of chiefly micaceous minerals. silicon dioxide, SiO2. Sediment - material that settles to the bottom Raw material - unprocessed natural products of a liquid, such as soil being washed into a used in manufacturing. lake and settling to the bottom. Reclamation - the various methods, such as replacing top soil and reforestation, used to

Stone Mountain State Park, NC 6.4 October 2002 Sedimentary rock - bits and pieces of other Vertical fracture - a vertical break in a rock. kinds of rock that have been cemented to- Volcanic eruption - a generally violent gether under pressure and deposited in layers bursting forth of lava, volcanic ash and gases near the earth’s surface; sometimes containing from a volcano’s vent. the remains of once-living things (fossils). Volcano - a cone-shaped hill or mountain Shale - a fine-grained sedimentary rock consisting chiefly of volcanic materials built composed largely of clay, mud or silt and up around a vent or hole in the earth’s crust characterized by its tendency to split easily from which eruptions occur. along parallel planes. Watershed - all of the land area that drains Silicate - any material containing silicon and directly or indirectly into a creek, river, lake or oxygen. other body of water. Siltstone - a sedimentary rock composed of Wave stabilizer - a machine used to stabilize small, silt-sized rock or mineral particles. waves. Streak - the color left behind when the min- Weathering - the chemical alteration and/or eral is rubbed across the surface of a piece of mechanical breakdown of rock materials unglazed, white porcelain. during exposure to air, moisture, and organic Taconic orogeny - the earliest mountain- matter. building episode in the Paleozoic era. Weathering pit - a shallow depression on Tectonic plates - blocks of oceanic and the flat or gently sloping summit of large continental crust and upper mantle, supported exposures of granitic rocks, attributed to by a viscous underlayer of the lower mantle. strongly localized solvent action of im- pounded water. Vent - an exit hole for hot gases and lava to flow from a volcano. Xenolith - literally, a “stranger” rock. It was surrounded during the movement of magma to form an unrelated inclusion within the surrounding igneous rock.

Stone Mountain State Park, NC 6.5 October 2002 References

Adams, George F. and Jerome Wyckoff. Ernst, W. D. 1969. Earth Materials. 1971. Landforms, A Golden Guide. Racine, Englewood Cliffs, NJ: Prentice Hall. WI: Western Publishing Co. Eves, Robert L. and Larry E. Davis. 1988. The American Forest Council. 1987. “Is the Rock Cycle an Outdated Idea, or a Project Learning Tree. For information, Unifying Concept?” Journal of Geological contact The Project Learning Tree Coordi- Education. Vol. 36. nator, Box 8003, NC State University, Flint, Richard Foster and Brian J. Skinner. Raleigh, NC 27695. 1974. Physical Geology, (2nd Edition). Barnes-Svarney, L. Patricia. 1991. Born New York, NY: John Wiley & Sons, Inc. of Heat and Pressure: Mountains and Fenton, Carroll Lane and Mildred Adams Metamorphic Rocks. Hillside, NJ: Enslow Fenton. 1989. The Fossil Book, A Record Publishers. of Prehistoric Life. New York, NY: Bates, Robert L. and Julia A. Jackson. Doubleday. 1980. Glossary of Geology. Falls Church, Foster, Robert J. 1983. Physical Geology. VA: American Geological Institute. (4th Edition). Columbus, OH: Charles E. Beyer, Fred. 1991. North Carolina: The Merrill Publishing Co. Years Before Man: A Geologic History. Gallant, Roy A. and Christopher J. Durham, NC: Carolina Academic Press. Schuberth. 1967. Discovering Rocks and Birdd, Donald L. 1990. “Color Me Meta- Minerals. Garden City, NY: The Natural morphic.” The Science Teacher, (April). History Press. Carpenter, P. Albert, III. (editor). 1989. Goldich, S. S. 1938. “A Study in Rock A Geological Guide to North Carolina State Weathering.” Journal of Geological Parks. Bulletin 91. Raleigh, NC. For more Education. Vol. 46. information, contact NC Geological Survey Halstead, L. B. 1982. The Search for the Section, Division of Land Resources, PO Past: Fossils, Rocks, Tracks and Trails, The Box 27687, Raleigh NC 27611. Search for the Origin of Life. New York, Chesterman, Charles W. 1978. The Audu- NY: Doubleday and Company Inc. bon Society Field Guide to North American Headstrom, Richard. 1985. Suburban Rocks and Minerals. New York, NY: Alfred Geology. Englewood Cliff, NJ: Prentice A. Knopf. Hall. Crowders Mountain State Park. Park geol- Hogg, John C., Judson B. Cross and ogy files. For more information, contact Kenneth E. Vordenberg. 1959. Physical Crowders Mountain State Park, 522 Park Science, A Basic Course. Princeton, NJ: D. Office Lane, Kings Mountain, NC 28086. Van Nostrand Co. Cvancara, Alan M. 1986. Field Manual for Kurten, Bjorn. 1988. Before the Indians. the Amateur Geologist. New York, NY: New York, NY: Columbia University Press. Prentice Hall.

Stone Mountain State Park, NC 7.1 October 2002 Lambert, David and the Diagram Group. Pough, Fredrick H. 1960. A Field Guide 1985. The Field Guide to Prehistoric Life. to Rocks and Minerals, The Peterson Field New York, NY: Facts on File, Inc. Guide Series. Cambridge, MA: Riverside Press. Levine, Harold L. (1978) 1983. The Earth Through Time, (2nd Edition). New York, Ricklefs, Robert E. 1976. The Economy NY: CBS College Publishing, W. B. of Nature. Portland OR: Chiron Press, Inc. Saunders Company. Sund, Tillery, and Trowbridge. 1973. Mottana, Annibale, Rodolfo Crespi, and Elementary Science Discovery Lessons - Giuseppe Liborio. 1978. Simon and The Earth Sciences. Boston, MA: Allyn Schuster’s Guide to Rocks and Minerals. and Bacon, Inc. New York, NY: Simon and Schuster. Tennissen, Anthony C. 1982. Nature of National Wildlife Federation. 1988. Earth Materials. Englewood Cliffs, NJ: “Geology, The Active Earth,” Ranger Rick’s Prentice Hall. Nature Scope. For more information, con- Watson, Mary E., Joyce Blueford and Susan tact the National Wildlife Federation, 1400 Bumgarner. 1994. Mineral and Rock Kit 16th St. NW, Washington, DC 20036-2266. Guide. Raleigh, NC: N.C. Geological N.C. Division of Land Resources, Geologi- Survey and Math/Science Nucleus. (Call cal Survey. For publications, call (919) 715- N.C. Geological Survey's main office at 9718. For assistance from the Survey’s (919) 733-2423 for more information.) education specialist, call (919) 733-2423. West, Nancy W., Mary-Russell Roberson Web – http://www.geology.enr.state.nc.us/ and Cynthia Copolo. 2001. Taking Earth N.C. Division of Land Resources, Land Science Outdoors in North Carolina. Quality Section. For information on min- Teacher’s Edition. Edgewood, CO: Morton ing, the N.C. Mining Commission, and the Publishing Company. Web – http://www. state mining act, call (919) 733-4574. Web: morton-pub.com http://www.dlr.enr.state.nc.us/mining.html North Carolina Geological Survey Section, Department of Environment and Natural Resources. 2001. A Geologic Adventure Along the Blue Ridge Parkway in North Carolina. For more information, contact the NC Geological Survey at (919) 733-2423. Web – http://www.geology.enr.state.nc.us/

Stone Mountain State Park, NC 7.2 October 2002 SCHEDULING WORKSHEET

For office use only: Date request received______Request received by______

l) Name of group (school) ______

2)Contact person ______Name phone (work) (home)

______Address 3)Day/date/time of requested program ______

4)Program desired and program length ______

5)Meeting place ______

6)Time of arrival at park ______Time of departure from park ______

7)Number of students ______Age range (grade) ______(Note: A maximum of 30 participants is recommended.)

8)Number of chaperones ______(Note: One adult for every 10 students is recommended.)

9)Areas of special emphasis ______

10) Special considerations of group (e.g. allergies, health concerns, physical limitations)______

11) Have you or your group participated in park programs before? If yes, please indicate previous programs attended: ______

12) Are parental permission forms required? ______If yes, please use the Parental Permission form on page 8.2.

I, ______, have read the entire Environmental Educa- tion Learning Experience and understand and agree to all the conditions within it.

Return to: Stone Mountain State Park Fax: (336) 957-3985 3042 Frank Parkway Roaring Gap, NC 28668

Stone Mountain State Park, NC 8.1 October 2002 PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon be involved in an exciting learning adventure - an environmental education experience at Stone Mountain State Park. Studies have shown that such “hands-on” learning programs improve children’s attitudes and performance in a broad range of school subjects.

In order to make your child’s visit to “nature’s classroom” as safe as possible we ask that you provide the following information and sign at the bottom. Please note that insects, poison ivy and other potential risks are a natural part of any outdoor setting. We advise that children bring appropriate clothing (long pants, rain gear, sturdy shoes) for their planned activities.

Child’s name ______

Does your child:

• Have an allergy to bee stings or insect bites?______If so, please have them bring their medication and stress that they, or the group leader, be able to administer it.

• Have other allergies? ______

• Have any other health problems we should be aware of?______

• In case of an emergency, I give permission for my child to be treated by the attending physician. I understand that I would be notified as soon as possible.

______Parent’s signature Date

Parent’s name ______Home phone ______(please print) Work phone ______

Family physician’s name ______Phone ______

Alternate emergency contact

Name______Phone______

Stone Mountain State Park, NC 8.2 October 2002 NORTH CAROLINA PARKS & RECREATION PROGRAM EVALUATION

Please take a few moments to evaluate the program(s) you received. This will help us improve our service to you in the future.

1. Program title(s) ______Date ______Program leader(s) ______

2. What part of the program(s) did you find the most interesting and useful? ______

3. What part(s) did you find the least interesting and useful?______

4. What can we do to improve the program(s)?______5. General comments ______

LEADERS OF SCHOOL GROUPS AND OTHER ORGANIZED YOUTH GROUPS PLEASE ANSWER THESE ADDITIONAL QUESTIONS: 6. Group (school) name ______

7. Did the program(s) meet the stated objectives or curriculum needs? ______If not, why? ______

______

Please return the completed form to park staff. Thank you.

Stone Mountain State Park 3042 Frank Parkway Roaring Gap, NC 28668

Stone Mountain State Park, NC 8.3 October 2002