R K A OU C present time N O D
400 R 10,000 million years years
1 275 million million years years
T 100 million H years K C E C L O
Hanging Rock State Park An Environmental Education Learning Experience Designed for Grade 5 “Today’s understanding of the earth’s history bears little resemblance to earlier ideas. Many old theories have been revised and new theories developed. As research continues, the story of the earth’s history as we presently understand it will continue to change. Every day discoveries raise new questions and result in the elimination or revision of old ideas. Much of the earth’s history has yet to be deciphered and the farther back one goes in time, the less clear the evidence becomes.”
Fred Beyer, North CarolinaÐThe Years Before Man
Hanging Rock State Park, NC i April 2000 Funding for the original printing of this Environmental Education Learning Experience was generously contributed by
Hanging Rock State Park, NC ii April 2000 This Environmental Education Learning Experience was developed by
Jaye Dow Park Ranger III Hanging Rock State Park
N.C. Division of Parks and Recreation Department of Environment and Natural Resources
James B. Hunt Jr. Bill Holman Governor Secretary
Hanging Rock State Park, NC iii April 2000 Other Contributors . . .
Park volunteers;
David Howells, former Ranger, Hanging Rock State Park;
Luann Bridle, Hanging Rock State Park Advisory Committee;
Fred Beyer, Science Educator, Fayetteville, NC;
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:
Phyllis Baker Smith, Hanging Rock Advisory Committee Marjory Roth, Principal, Greenhill School Nancy Parks, former Secretary, Greenhill School Carl Merschat, N.C. Geological Survey Mark Carter, N.C. Geological Survey Tyler Clark, N.C. Geological Survey Tracy Davis, N.C. Division of Land Resources
500 copies of this public document were printed at a cost of $3,242 $6.48 per copy
Printed on recycled paper. 4-00
Hanging Rock State Park, NC iv April 2000 Table of Contents
1. Introduction ¥ Introduction to the North Carolina State Parks System...... 1.1 ¥ Introduction to Hanging Rock State Park...... 1.2 ¥ Introduction to the Activity Packet for Hanging Rock State Park...... 1.4 ¥ Introduction to the Geology of Hanging Rock State Park ...... 1.5
2. Activity Summary ...... 2.1 ¥ Correlation Chart ...... 2.2
3. Pre-Visit Activities ¥ #1 A Rock Solid Foundation ...... 3.1 ¥ #2 Layer on Layer ...... 3.2 ¥ #3 A Rock Called Sandstone ...... 3.3 ¥ #4 For a Change ...... 3.4 ¥ #5 Shake It, Baby, Shake It ...... 3.5
4. On-Site Activities ¥ #1 Erosion of a Mountain ...... 4.1 ¥ #2 A Geo-hike ...... 4.2
5. Post-Visit Activities ¥ #1 A Sauratown Bulletin Board ...... 5.1 ¥ #2 Geo Talk ...... 5.2 ¥ #3 Do You Mine? ...... 5.3
6. Vocabulary ...... 6.1
7. References ...... 7.1
8. Forms ...... 8.1
9. Notes ...... 9.1
Hanging Rock State Park, NC v April 2000 Introduction to the North Carolina State Parks System
reserving and protecting of public land has grown into As one of North Carolina’s PNorth Carolina’s natural 58 properties across the state, principal conservation agen- resources is actually a rela- including parks, recreation cies, the Division of Parks tively new idea. The seeds areas, trails, rivers, lakes and and Recreation is responsible of the conservation move- natural areas. This vast net- for the more than 160,000 ment were planted early in work of land boasts some of acres that make up our state the 20th century when citi- the most beautiful scenery in parks system. The Division zens were alerted to the dev- the world and offers endless manages these resources for astation of Mount Mitchell. the safe enjoyment of the Logging was destroying a public and protects and pre- well-known landmark Ð the serves them as a part of the highest peak east of the Mis- heritage we will pass on to sissippi. As the magnificent generations to come. forests of this mile-high An important component peak fell to the lumbermen’s of our stewardship of these axe, alarmed citizens lands is education. Through began to voice their our interpretation and envi- opinions. Governor ronmental education ser- Locke Craig joined them vices, the Division of Parks in their efforts to save and Recreation strives to of- Mount Mitchell. fer enlightening programs Together they convinced that lead to an understanding the legislature to pass a bill and appreciation of our natu- establishing Mount Mitchell recreation opportunities. But ral resources. The goal of as the first state park. our state parks system offers our environmental education much more than scenery That was in 1915. The program is to generate an and recreation. Our lands awareness in all individuals North Carolina State Parks and waters contain unique System has now been estab- which cultivates responsible and valuable archaeological, stewardship of the earth. lished for more than three- geological and biological quarters of a century. What resources that are important started out as one small plot parts of our natural heritage.
For more information contact:
NC Division of Parks and Recreation P.O. Box 27687 Raleigh, NC 27699-1615 919/ 733-4181 Website Ð www.ncsparks.net
Hanging Rock State Park, NC 1.1 April 2000 Introduction to Hanging Rock State Park
anging Rock State Park The History of Hanging appear in the Stokes County Hcovers 6,554 acres in Rock area until late in the Revolu- the Sauratown Mountains. Two Native American tionary War, but there were One of the most easterly tribes inhabited this area dur- conflicts with Tories, as a mountain ranges in the state, ing the same period Ð the popular legend indicates. the Sauratown Mountains are Saura in Stokes County and Reportedly, a section of the often called “the mountains the Cherokee in Surry park called Tory's Den was away from the mountains,” County. The Saura people, so named when a group of because they are separated after whom the Sauratown Tories captured the daughter from the nearby Blue Ridge Mountains were named, were of a local member of the Mountains. Prominent peaks a peaceful tribe. They had a Whig party and held her cap- in the Sauratown range rise number of village sites along tive in a cave to gain aid for from 1,700 feet to over 2,500 the Dan River; evidence indi- their cause. feet in elevation and stand in cates habitation as far back as In the mid-1930’s consid- bold contrast to the surround- AD 1000. Around 1710, the erable enthusiasm existed for ing countryside, which aver- Sauras moved south to even- the creation of a state park at ages only 800 feet in eleva- tually join the Catawbas near Hanging Rock. The Stokes tion. the Pee Dee River in South County Committee for Hang- The Sauratown Mountains Carolina. By the time of the ing Rock State Park, a citizen are the remnants of a once American Revolution, the group, joined forces with the mighty range of peaks. Over Saura population had been Winston-Salem Foundation. millions of years, wind, water greatly reduced by smallpox On April 20, 1936, the and other forces wore down epidemics. There are a few Stokes County Committee the lofty peaks. What re- individuals in Stokes County for Hanging Rock State Park mains of these ancient moun- who claim ancestry today. deeded a gift of more than tains is due to erosion-resis- The first European settlers 3,000 acres in the Sauratown tant quartzite, which now sup- to enter what is presently Mountains to the state of ports the scenic ridges of Stokes County traveled from North Carolina. Moore’s Knob, Cook’s Wall Pennsylvania and Virginia In 1933, Franklin Roose- and Hanging Rock. along the “Great Wagon velt began the first relief The park is named for one Road” and settled in the rich agency, the Civilian Conser- of its prominent topographical bottomland of the Town Fork vation Corps (CCC), to pro- features, Hanging Rock, Creek area. These settle- vide jobs through the devel- which offers a view across the ments were well established opment of public property. valley of the Dan River to the prior to 1752 when Morav- The CCC began work at Blue Ridge Mountains of ians entered the area and es- what was to become Hanging North Carolina and Virginia. tablished dwellings along Rock State Park in 1935. In addition to beautiful scen- Town Fork Creek from the CCC activity continued in ery, numerous facilities and Dan River to an area west of the park during the early activities make Hanging Rock present-day Germantown. 1940’s. During this period a one of the most popular parks British troops did not number of projects were in the state parks system. completed. In 1942,
Hanging Rock State Park, NC 1.2 April 2000 during the early days of the of the group contact 3. The usual fees for activi- second World War, the CCC ¥ Requested date, time of ties, such as boat rental, was abolished and work at arrival and meeting place camping, and swimming will the park slowed dramatically. at the park apply. Nonetheless, most of the ¥ Departure time from the park's goals had been attained park Before You Make the and the park was formally ¥ Number of participants Trip: opened on July 21, 1944. and adult leaders 1. Visit the park without the participants prior to the group Program Options: A maximum of 30 partici- pants is recommended. trip. This will allow you to Rich in natural history and Please have at least one become familiar with facili- cultural resources, Hanging adult leader per 10 stu- ties and park staff and to Rock State Park is an excel- dents. Adult leaders are identify any potential prob- lent place to teach ecology, responsible for maintain- lems. environmental issues, biol- ing control of the group. 2. Group coordinators should ogy, conservation, earth sci- ¥ Age range and/or special discuss park rules and behav- ence and Sauratown Moun- needs of participants ioral expectations with adult tain geology, as well as to en- leaders and participants. joy recreation. ¥ Desired activities; types of Safety should be stressed. park facilities needed; Groups are encouraged to other assistance needed 3. Inform the group about visit the park during all sea- from park staff poison ivy, ticks, snakes and sons of the year for hikes, ex- insects. Discuss the need to 2. Research activity permits ploration, nature study and use sun screen and insect re- may be required for sampling other activities. The new pellent from late spring activities. If your group plans through early fall. visitor center includes an au- to collect any plant, animal, ditorium, classroom and ex- or mineral within the park, 4. Everyone should wear a hibit hall. Leaders may please contact the park office name tag. Please color-code choose to design and conduct at least 30 days in advance to tags (for groups) and establish their own activities or use obtain a permit application. a buddy system. this Environmental Education Activity Packet. Park staff will be happy to assist you with your program- ming needs. Please contact the park office at least two weeks in advance.
Scheduling a Trip: 1. To make a reservation, contact the park at least two weeks in advance. Please provide the following infor- mation: ¥ Name of group (school) ¥ Name, address, work and home telephone numbers
Hanging Rock State Park, NC 1.3 April 2000 5. Encourage everyone to 3. All rocks, plants and ani- Park Information: wear appropriate, comfortable mals in the park are protected. Address: clothing and walking shoes. Injuring or removing plants, Hanging Rock State Park animals or rocks is prohibited Post Office Box 278 While at the Park: in all state parks. This allows Danbury, NC 27016 Please obey the following future visitors to enjoy our Tel: (336) 593-8480 rules: natural resources. Mon - Fri 8:00 AM - 5:00 PM 1. Be as quiet as possible 4. Picnic only in the desig- nated picnic areas. Help keep Fax: (336) 593-9166 while in the park. This will the park clean and natural by Email: [email protected] help you get the most out of not littering and by picking up the experience, while increas- any trash left behind by oth- Hours of Operation: ing the chance of observing ers. Nov - Feb 8:00 AM - 6:00 PM wildlife. 5. In case of an accident or Mar, Oct 8:00 AM - 7:00 PM 2. On hikes, walk behind the Apr, May, Sep 8:00 AM - 8:00 PM emergency, contact park staff Jun - Aug 8:00 AM - 9:00 PM leader at all times. Trails lead immediately. to areas of cliffs and high rock ledges. Running, climb- ing or horseplay are not per- mitted. Please stay on the trails!
Hanging Rock State Park, NC 1.4 April 2000 Introduction to the Activity Packet for Hanging Rock State Park
The environmental educa- and on-site activities. NOTE: While in the park, tion learning experience, The environmental educa- please remember that the purpose Rock Around the Clock, was tion learning experience, of the state parks system is to developed to provide hands- Rock Around the Clock, will preserve and protect our natural on environmental education expose the students to the resources. Explain to students activities for the classroom following major concepts: that they should not pick, injure, and the outdoor setting of or destroy any plants or animals. ¥ Rock Cycle Hanging Rock State Park. Rocks should not be removed ¥ Rock Formation from the park, but should be re- This activity packet will ac- ¥ Weathering & Erosion turned to their original positions quaint your students with the ¥ Geologic Time in the areas from which they basic geological processes ¥ Geologic Processes were collected. Please stay on that influenced the formation the trails! ¥ Sauratown Mountain of the Sauratown Mountains, The educator will assist in see- of which Hanging Rock is a Geology ing that all safety precautions are part. It is designed to be ¥ Conservation of Natu- followed. It is also the responsi- implemented in grade 5, but ral Resources bility of the educator to become also meets established cur- aware of special considerations, riculum objectives of the Vocabulary words used medical needs, etc. of partici- North Carolina Department throughout this EELE appear pants and be prepared to take ap- propriate precautionary mea- of Public Instruction in other in bold type the first time they are used in each activity. sures. Park staff should be in- grades. (See Correlation formed of any special consider- Chart in Activity Summary.) These words and their defini- ations prior to the group’s arrival tions are listed in the back of Three types of activities are at the park. the activity packet. A list of included: the reference materials used 1) pre-visit in developing the activities 2) on-site follows the vocabulary list. 3) post-visit This document was de- The on-site activities will signed to be reproduced, in be conducted at the park, part or entirety, for use in while the pre-visit and post- North Carolina classrooms. visit activities are designed If you wish to photocopy or for the school environment. adapt it for other uses, please The pre-visit activities should credit the N.C. Division of be introduced prior to the Parks and Recreation. park visit so that students will have the necessary back- ground and vocabulary for the on-site activities. We en- courage you to use the post- visit activities to reinforce concepts, skills and vocabu- lary learned in the pre-visit
Hanging Rock State Park, NC 1.5 April 2000 Introduction to the Geology of Hanging Rock State Park
By carefully observing the closed, the sandstones and fractures, smooth-sided rocks at Hanging Rock State other sedimentary rocks were blocks of quartzite break out Park, geologists have pieced folded and metamorphosed. of the cliffs like building together their geologic his- The quartzite found in the blocks. tory. Remember that as re- park today is this metamor- Other products of the search continues, geologists phosed sandstone. In other mountain-building period are will modify or revise this parts of the Sauratowns, you the quartz veins found version of the earth's history. can find schist and gneiss; throughout the quartzite rock. Over 800 million years these rocks probably resulted During metamorphism, solu- ago during the Proterozoic from the metamorphism of tions of hot water were eon, the Iapetus Sea was lo- shale and mudstones. squeezed between the beds or cated off the east coast of Between 250 and 500 mil- layers in the quartzite. As what was then the North lion years ago, the entire re- the water cooled, silica pre- American continent. Sand- gion was gradually pushed up cipitated out and solidified to stones and other sedimen- to heights that would rival create the quartz veins. tary rocks formed slowly today's Rocky Mountains. About 220 million years here as layer upon layer of Originally the layers of rock ago, the continents of North sand, silt and mud was de- were lying horizontally like a America and Africa began to posited. stack of papers; however, as pull apart. The Atlantic We can see evidence of the the earth's surface moved, the Ocean formed, as well as ancient sea preserved in the layers were gradually folded many rift valleys and Triassic rocks at the park. Some and bent. Older layers of basins, including the Dan rocks preserve the original rock were thrust up and over River basin. At this time, bedding (layering), as well as younger layers. Today, the weathering and erosion be- cross-bedding where the Sauratown Mountains repre- came the dominant forces sediment layers are aligned sent the axis of a giant fold in acting on the Sauratown at an angle to one another. the crust that geologists call Mountains. the Sauratown Mountain Cross-bedding usually occurs Over millions of years, anticlinorium. (An anticlin- in a nearshore environment. erosion has removed the orium is an area where the Here, sand-carrying currents softer rocks and exposed the rocks were arched upwards.) of water and wind frequently more resistant quartzite, change direction. During crustal movement, which forms the ridge line of The next series of geologi- the rocks behaved like taffy the Sauratown Mountains. cal events that contributed to candy. Today these rock lay- Each time it rains or the wind the formation of the Saura- ers are sloping or dipping blows, a little more of the town Mountains can be gently to the southeast on one mountains are carried away. traced to movements in the side of the anticlinorium and Some of these sediments earth's crust. About 500 mil- to the northwest on the other travel down the Dan River on lion years ago, the crustal side. Fractures show up their way to the Atlantic plates carrying the continents clearly in the cliffs of the up- Ocean. Eventually, these of North America and Africa per ridges, the Upper Cas- mountains will disappear began to move toward each cades, and especially well at sometime in the distant fu- other. As the Iapetus Sea Hidden Falls. Along these ture of geologic time.
Hanging Rock State Park, NC 1.6 April 2000 Activity Summary
The following outline provides a brief summary of each activity, the major concepts introduced, and the objectives met by completion of each activity. I. Pre-Visit Activities
#1 A Rock Solid Foundation (page 3.1.1) Students are introduced to the three basic rock types and the rock cycle. The concept of geologic time is also introduced by an involving, visual activity.
Major Concepts: ¥ Rock cycle ¥ Weathering ¥ Erosion ¥ Geologic time
Learning Skills: ¥ Observing, inferring, using models ¥ Organizing and expanding information; creating a product ¥ Measuring
Objectives: ¥ Name the three basic rock classes and explain how they are formed. ¥ Name the rock class found in the Sauratown Mountains. ¥ Describe the forces of weathering and erosion, and explain how these shape the land. ¥ Explain the rock cycle. ¥ Give three reasons why understanding the rock cycle is important. ¥ Define geologic time. ¥ Name the epoch, period and era in which we live.
#2 Layer on Layer (page 3.2.1) Sedimentary rock formation is the focus of this activity. Students simulate the formation of sedimentary rocks either in an aquarium using different colors and types of sediments, or in the edible version, using various flavors of gelatin in a clear container.
Major Concepts: ¥ Sedimentary rock formation ¥ Faulting, folding and thrusting
Learning Skills: ¥ Observing, inferring, predicting ¥ Drawing conclusions from models
Hanging Rock State Park, NC 2.1.1 April 2000 Objectives: ¥ Define sedimentary rock and explain how sedimentary rock forms. ¥ Using a simple model, demonstrate and describe what can happen to rock layers when the earth’s crust is compressed. ¥ Give examples of the evidence that geologists use to reconstruct the geological history of the Sauratown Mountains.
#3 A Rock Called Sandstone (page 3.3.1) Once again, students focus on the formation of sedimentary rock. In this activity, they simulate the creation of an actual sedimentary rock using canary grit and Epsom salts. After the “rock” is created, they have the opportunity to compare and contrast their creation with rocks created through natural processes that take millions of years.
Major Concepts: ¥ Lithification ¥ Sedimentary rock characteristics ¥ Sedimentary rock formation
Learning Skills: ¥ Observing, communicating, defining operationally ¥ Writing observations and inferences; comparing and contrasting
Objectives: ¥ Compare sandstone made in the laboratory with natural sandstone; list similarities and differences between the two samples. ¥ Write a paragraph explaining how sedimentary rocks are formed.
#4 For A Change (page 3.4.1) By firing greenware in a kiln to make bisque, students will simulate the formation of metamorphic rocks. Careful observations are an integral part of this activity.
Major Concepts: ¥ Metamorphic rocks ¥ Sedimentary rocks
Learning Skills: ¥ Observing, communicating, using models ¥ Writing observations; comparing and contrasting
Hanging Rock State Park, NC 2.1.2 April 2000 Objectives: ¥ Compare greenware (dried clay) with bisque (fired clay) by listing two similarities and two differences. ¥ Write a short paragraph explaining how firing clay in a kiln is similar to the process by which sandstone metamorphoses to quartzite.
#5 Shake It, Baby, Shake It (page 3.5.1) W eathering and erosion have shaped the current landscape of Hanging Rock State Park. In this activity, students will act as forces of weathering and erosion and measure their effects on two types of rockÐquartzite and weathered quartzite.
Major Concepts: ¥ Weathering and erosion ¥ Mechanical and chemical weathering
Learning Skills: ¥ Observing, inferring, predicting ¥ Summarizing new facts and comparing information Quartzite Objectives: ¥ Define weathering and erosion. ¥ Give examples to show how water can be an agent of both weathering and erosion. ¥ Compare the effects of abrasion on weathered quartzite and quartzite in a simulated stream environment by listing observations for each rock and then writing a conclusion. II. On-Site Activities
#1 Erosion of a Mountain (page 4.1.1) Students will gain a sense of how landforms change over time by constructing a model representing the Sauratown Mountains approximately 300 to 400 million years ago. Then they will act as agents of erosion to witness the effects on the model landscape.
Major Concepts: ¥ Erosion ¥ Change over geologic time
Learning Skills: ¥ Observing, communicating, formulating models ¥ Recording and comparing information; drawing conclusions; expressing opinions and ideas ¥ Measuring heights
Objectives: ¥ Participate in a group to create a model representing the Sauratown Mountains 300 to
Hanging Rock State Park, NC 2.1.3 April 2000 400 million years ago, then simulate the effects of erosion by pouring water on the model. ¥ Record significant changes in the model by measuring, writing notes or sketching. ¥ Based on the experiences with the model, write a paragraph describing the geologic history of the Sauratown Mountains beginning 400 million years ago and continuing 150 million years into the future. #2 A Geo-hike (page 4.2.1) The Geo-hike will expose the students to the effects of geologic processes in the park and give them the opportunity to identify some rocks and minerals common to the area.
Major Concepts: ¥ Sauratown Mountain geology ¥ Erosion ¥ Weathering
Learning Skills: ¥ Observing, classifying, inferring, communicating ¥ Taking notes and developing conclusions
Objectives: ¥ Identify one mineral and one rock found in the park. ¥ Gain an appreciation for the geologic formations in Hanging Rock State Park. ¥ Present at least one theory that explains how the geologic formations found in the park may have formed. III. Post-Visit Activities
#1 A Sauratown Mountain Bulletin Board (page 5.1.1) This post-visit activity will give students an opportunity to share their new geological knowledge with others.
Major Concepts: ¥ Geologic processes ¥ Sauratown Mountains
Learning Skills: ¥ Observing, communicating ¥ Creating a group product of the field trip
Objectives: ¥ Describe at least one part of the rock cycle. ¥ Explain how weathering and erosion affect geologic formations. ¥ Describe one or more geological concepts, using text and art materials.
Hanging Rock State Park, NC 2.1.4 April 2000 #2 Geo Talk (page 5.2.1) In this activity, students will review the vocabulary they have learned through their explo- ration of the Hanging Rock EELE. Additionally, they will research the importance of earth resources in our daily lives.
Major Concepts: ¥ Geology ¥ Earth resources
Learning Skills: ¥ Observing and communicating ¥ Identifying key words; collecting and organizing new information ¥ Acquiring information from primary and secondary sources
Objectives: ¥ Match geology words with their correct definitions. ¥ Collect and organize information on a specific rock or mineral. Include information on location of major sources, how it is mined, how people use it, its economic impor- tance, and environmental issues related to its extraction and use.
#3 Do You Mine? (page 5.3.1) 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.
Hanging Rock State Park, NC 2.1.5 April 2000 CORRELATION CHART - Hanging Rock Hanging Rock State Park’s EELE: Rock around the Clock
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: Rock Solid Foundation, p. 3.1.1
Grade Science English Lang. Arts Soc. Studies Mathematics 5 3.01 1.1, 2.1, 2.3, 2.4, 3.1, 1.1 Nature of Science 3.6, 3.10, 3.12, 5.1 Science & Tech. 6 1.1, 1.2, 1.3, 2.2, 2.3, 1.1 3.2, 3.9, 5.1
7 1.1, 2.3, 3.2, 5.1 1.1, 4.3
8 3.01, 3.02, 3.03, 2.1, 2.3, 3.2, 3.6, 3.7, 1.5, 2.12 3.04 3.12, 4.1, 4.2, 5.6, 6.3 Nature of Science
Earth 1.02, 3.01, 3.02 Science 3.03 Nature of Science
Hanging Rock State Park, NC 2.2.1 April 2000 Pre-Visit Activity #2: Layer on Layer, p. 3.2.1
Grade Science English Lang. Arts Soc. Studies Mathematics 5 3.01, 3.03 1.1, 2.2, 2.4, 2.5, 3.1, Nature of Science 3.6, 3.10, 5.1 Science as Inquiry
6 1.2, 1.3, 2.3, 3.2, 3.9, 4.1, 6.2
7 1.2, 3.2, 5.6
8 3.01, 3.03, 3.04 2.1, 3.2, 4.1, 4.3, 6.3 Nature of Science Science as Inquiry
Earth 1.02, 2.04, 4.01 Science Nature of Science Science as Inquiry
Pre-Visit Activity #3: A Rock Called Sandstone, p. 3.3.1
Grade Science English Lang. ArtsSoc. Studies Mathematics 5 3.01 1.1, 2.2, 2.4, 3.1, 3.6, Nature of Science 4.1, 5.1, 5.5, 6.2, 6.5 Science as Inquiry
6 1.2, 3.2, 3.9, 4.1, 5.4, 5.8, 5.10, 6.2
7 4.01, 4.04 3.2, 5.3, 6.7, 6.8 Nature of Science Science as Inquiry
8 3.01, 3.04 1.2, 2.1, 3.2, 4.1, 4.3, Nature of Science 5.1, 5.5, 6.3 Science as Inquiry
Earth 1.02, 4.01 Science Nature of Science Science as Inquiry
Hanging Rock State Park, NC 2.2.2 April 2000 Pre-Visit Activity #4: For a Change, p. 3.4.1
Grade Science English Lang. Arts Soc. Studies Mathematics 5 3.01 1.1, 2.2, 2.4, 3.1, 3.6, Nature of Science 5.1, 6.2, 6.6 Science as Inquiry
6 1.2, 3.2, 3.9, 4.1, 5.4, 5.7, 6.2
7 4.05 Nature of Science 3.2, 5.3 Science as Inquiry
8 3.01, 3.04 2.1, 3.2, 4.1, 6.3 Nature of Science Science as Inquiry
Earth 1.02 Science Nature of Science Science as Inquiry
Pre-Visit Activity #5: Shake It, Baby, Shake It, p. 3.5.1
Grade Science English Lang. Arts Soc. Studies Mathematics 5 3.01 1.1, 2.4, 3.1, Nature of Science 3.6, 5.1, 6.6 1.15, 4.3, 4.5 Science as Inquiry
6 1.01 1.2, 3.2, 3.9, Nature of Science 4.1, 6.2 4.4, 4.6 Science as Inquiry
7 4.05 Nature of Science 3.2, 5.3 4.5, 4.10 Science as Inquiry
8 3.01, 3.04 2.1, 3.2, 4.1, 6.3 2.12, 4.3, 4.6 Nature of Science Science as Inquiry
Earth 1.02, 1.05, 4.01 Science Nature of Science Science as Inquiry
Hanging Rock State Park, NC 2.2.3 April 2000 On-Site Activity #1: Erosion of a Mountain, p. 4.1.1
Grade Science English Lang. Arts Soc. Studies Mathematics 5 3.01, 3.02, 3.03 1.1, 2.4, 3.1, 4.1, Nature of Science 5.1, 6.2 Science as Inquiry Science & Tech.
6 1.01 1.2, 3.2, 4.1, 5.4, 6.2 Nature of Science Science as Inquiry
7 3.2, 5.3, 5.6, 6.7
8 1.05, 2.02, 3.01, 2.1, 3.2, 4.1, 4.2, 1.1, 1.2 3.04 5.5, 6.3 Skill Goal I Nature of Science Science as Inquiry
Earth 1.02, 1.05, 1.06 Science 3.03, 4.01 Nature of Science Science as Inquiry
On-Site Activity #2: A Geo-hike, p. 4.2.1
Grade Science English Lang. ArtsSoc. Studies Mathematics 5 3.01, 3.02, 3.03 1.1, 2.2, 2.4, 3.1, 3.1 Nature of Science 3.6, 5.1, 6.6 Skill Goal I Science as Inquiry
6 1.01 3.2, 3.9, 4.1, 5.4, Nature of Science 6.2, 6.7 Science as Iinquiry
7 3.2, 5.3, 6.7
8 1.05, 2.02, 3.01 2.1, 3.2, 3.6, 4.1, 1.1, 1.2 3.04 5.1, 6.3 Skill Goal I Nature of Science Science as Inquiry
Earth 1.02, 1.05, 1.06 Science 3.03, 4.01 Nature of Science Science as Inquiry
Hanging Rock State Park, NC 2.2.4 April 2000 Post-Visit Activity #1: Sauratown Mountain Bulletin Board, p. 5.1.1
Grade Science English Lang. Arts Soc. Studies Mathematics 5 3.01, 3.02, 3.03 5.1, 5.4, 6.2 Nature of Science
6 1.01 5.7, 6.2 Nature of Science
7 5.1, 6.5, 6.7
8 3.01, 3.02, 3.03 5.2, 5.3, 5.6, 5.7 3.04 Nature of Science
Earth 1.02, 3.03, 4.01 Science Nature of Science
Post-Visit Activity #2: Geo Talk, p. 5.2.1
Grade Science English Lang. Arts Soc. Studies Mathematics 5 2.02, 3.01, 3.03 1.1, 2.2, 2.4, 3.1, 3.6, 2.3, 5.2, 5.3 Science & Tech., 3.10, 3.12, 5.1, 6.2, Skill Goals I & II Personal & Social 6.6 Perspectives
6 1.03 2.2, 3.2, 3.9, 4.1, 3.1, 5.2, 9.2 Science & Tech., 5.4, 5.7, 6.2 Skill Goals I & II Personal & Social Perspectives
7 1.04 3.1, 5.2, 9.2 Science & Tech., 2.3, 3.2, 5.6, 6.7 Skill Goals I & II Personal & Social Perspectives
8 1.04, 2.02, 3.01 2.1, 2.7, 3.2, 3.6, 3.7, 1.2, 1.3 3.04 4.1, 5.5, 6.3 Skill Goals I & II Science & Tech., Personal & Social Perspectives
Earth 1.02, 1.03, 1.06, Science 7.01, 7.02 Science & Tech., Personal & Social Perspectives
Hanging Rock State Park, NC 2.2.5 April 2000 Post-Visit Activity #3: Do You Mine? p. 5.3.1
Grade Science English Lang. ArtsSoc. Studies Mathematics 5 1.03, 1.06, 2.02, 1.1, 2.1, 2.4, 3.1, 3.6, 2.3, 5.2, 5.3 3.01 3.10, 3.11, 3.12, 3.15, Skill Goals I, II, Science & Tech., 5.1, 6.2, 6.6, 6.7 III, & IV Personal & Social Perspectives
6 1.01, 1.03 1.2, 1.3, 1.4, 1.5, 2.2, Science & Tech., 3.2, 3.9, 3.13, 4.1, 5.2, Personal & Social 5.4, 5.7, 5.11, 6.2, 6.6, Perspectives 6.7
7 1.04 1.2, 1.3, 2.3, 3.2, 3.4, Science & Tech., 3.5, 3.11, 3.12, 4.1, 4.2, Personal & Social 5.3, 5.5, 5.6, 6.1, 6.2, Perspectives 6.3, 6.8
8 1.04, 1.05, 2.01, 1.1, 1.2, 2.1, 2.3, 3.2, 1.3, 1.5 2.02, 2.03, 2.04, 3.3, 3.4, 3.5, 3.7, 3.9, Skill Goals I, II, 2.05, 3.04 3.10, 4.3, 5.1, 5.5, 5.7, III & IV Science & Tech., 5.8, 6.1, 6.2, 6.3 Personal & Social Perspectives
Earth 1.03, 1.05, 1.06, Science 4.01, 7.01, 7.02, 7.03 Science & Tech., Personal & Social Perspectives
Hanging Rock State Park, NC 2.2.6 April 2000 Pre-Visit Activity #1 "A Rock Solid Foundation"
Major Concepts: Objectives: a time term without specific ¥ Rock cycle ¥ Name the three basic rock rank. In this EELE, we use ¥ Weathering classes and explain how the more specific term, Pro- ¥ Erosion they are formed. ¥ Geologic time terozoic eon, to refer to ¥ Name the rock class earth's history prior to 544 Learning Skills: found in the Sauratown million years ago. ¥ Observing, inferring, using Mountains. models ¥ Describe the forces of ¥ Organizing and expanding weathering and erosion, Part A: Let’s Get information; creating a product and explain how these the Basics ¥ Measuring shape the land. ¥ Explain the rock cycle. Subject Areas: ¥ Give three reasons why Instructions: ¥ Science understanding the rock 1. Use the background ¥ English Language Arts ¥ Mathematics cycle is important. information on the geology * See the Activity Summary ¥ Define geologic time. of Hanging Rock State Park for a Correlation with DPI ¥ Name the epoch, period (page 1.6) to acquaint stu- objectives in these subject and era in which we live. dents with the Sauratown areas. Mountains and with the con- Location: Classroom Educator’s Information cepts of weathering and erosion. Group Size: his activity is divided 30 students, class size Tinto two parts: 2. Distribute the Student’s Estimated Time: Part A, "Let’s Get the Ba- Information and the Rock Part A: 30 minutes sics," is designed to intro- Cycle Diagram. Have stu- Part B: 2 - 3 class periods duce the students to the rock dents read this background cycle and the three classes of information. Appropriate Season: Any rocks. Materials: Part B, "Time After Time," 3. Discuss how the rock Part A: is designed to help students cycle works. Emphasize the Provided by the educator: understand that geologic formation of sedimentary, Per student: Student’s Informa- time is much more than min- igneous and metamorphic tion, Rock Cycle Diagram utes, hours and days. By vi- rocks. Explain that all the Part B: sually comparing our exist- rocks in the Sauratown Provided by the educator: ence with the formation of Mountains today are meta- A 65' long continuous strip the Sauratown Mountains, morphic rocks. They origi- of 24" wide paper, measuring the large expanse of time be- nated from sedimentary and stick, markers or crayons, igneous rocks that were tape, reference books on fos- comes more understandable. sils and life during the vari- deeply buried and folded in ous geologic time periods Note: The term Precambrian the earth's crust. Millions of Per student: Geologic Time is sometimes used to de- years of erosion have ex- Fact Sheet and the Events in posed these rocks at the Geological History chart scribe rocks older than 544 millon years. Precambrian is earth's surface.
Hanging Rock State Park, NC 3.1.1 April 2000 Student’s Information:
inerals combine to form earth’s surface. Some igneous rocks. (After magma cools, it Mrocks. There are a few rocks, such as granite, are becomes a new igneous rock.) rocks that consist of only one formed when magma cools You can also follow the ar- mineral. But, most rocks are slowly within the earth's crust. rows backward to learn the made of a few major, or essen- Other igneous rocks are origin of a particular class of tial minerals, along with a formed when molten magma rock. number of minor, or accessory flows or spews out of a vol- The rock cycle is really a minerals. All rocks fall into cano or crack onto the earth’s series of geologic processes one of three classes, which are surface. Magma that comes to that make and destroy rocks. named according to their ori- the surface of the earth is It explains how rocks are gin. These classes are sedi- called lava. Lava on the formed and how they change mentary, igneous and meta- earth’s surface cools much into other rocks through earth morphic. faster than magma trapped be- movement, pressure and heat. Sedimentary rocks are neath the surface, causing dif- It also explains how rocks and formed as loose sediments ferent types of rocks to form. mountains are worn away wash into streams and rivers, Igneous rocks never contain through weathering by wind then settle along the river’s fossils. Temperatures high and water. This makes a com- course or at the river’s delta. enough to melt rock are also plete cycle of building up and As this deposition piles up high enough to burn up any tearing down. over time, pressure on the bot- organic matter, plant or ani- mal, as well as fossils. The rock cycle is an impor- tom layers increases, compact- tant geologic concept. Geolo- ing and cementing the layers Metamorphic rocks are gists have been able to put to- together to eventually form formed when heat and pres- gether a record of the earth's sedimentary rock. An ex- sure change exisiting rocks history by learning about the ample of this type of rock is without actually melting them. processes through which rocks sandstone. “Meta” means changed and change. They are also able to Fossils of plants and ani- “morphic” means form, so a predict ongoing large-scale mals are sometimes found in metamorphic rock is one that formation processes, such as sedimentary rocks and, rarely, has changed form. An ex- earthquakes and volcanic in slightly metamorphosed ample found in the park is eruptions. sedimentary rocks. Fossils quartzite, which is the harder, more dense form of sandstone Once you are able to iden- form when plants and animals tify the rocks you see and un- that has been metamorphosed. are buried quickly in sediment derstand how they are formed, and remain undisturbed for a Sedimentary, igneous and you can make educated long time. The organic mate- metamorphic rocks are all re- guesses about the rocks you rial usually decays, leaving be- lated to one another. The can not see. These inferences hind only the hard parts, such Rock Cycle Diagram shows may help you determine the as bone, shell or wood. how. Follow the arrows in the stability of a site as a building Sedimentary rocks usually diagram to find out how one location, determine where wa- have a layered or bedded ap- kind of rock changes to an- ter would likely be found pearance. They may even other. For example, what hap- (hence, where to dig a well), show ripple marks or mud pens if any of the three rock and determine the location of cracks, revealing the environ- classes undergoes melting? ecomonically important rocks ment where they formed. Follow the melting arrow to and minerals. magma Ðthe rock melts to be- Igneous rocks come from come magma. Now follow magma. Magma is molten the cooling arrow to igneous material found deep below the
Hanging Rock State Park, NC 3.1.2 April 2000 Magma it is called lava. Melted rock is called magma. When magma magma. comes out of a volcano, melting Heat and Pressure together to transform rocks. The movement of the earth’s crust and the tremendous heat from the center of earth act heat & pressure melting heat & pressure Metamorphic Rocks Magma erosion Sedimentary Rocks melting heat & pressure cooling erosion compaction Sediment Igneous Rocks Erosion erosion Compaction these sediments away. sediments turn to rock. down all kinds of rock into Eventually, the compacted Eventually, As sediments pile up, those sediments on the bottom are packed together by the weight wind, water, ice and snow carry wind, water, sediment. Erosion occurs when of all the sediment piling on top. First, weathering processes break
Hanging Rock State Park, NC 3.1.3 April 2000 Part B: Time After Time
Educator’s Information: Instructions: look similar to Figure A. eology is the science of 1. Starting near the class- 5. Using the magic marker or Gthe earth and its history. room door, run a continuous crayon, have the students When we study geological strip of paper around the place and label 390 equally history, we find that water room. If the circumference spaced marks on the paper invaded the land, layers of of the classroom is less than below the bottom line. The sediment were deposited, the 65 ft (19.8 cm), the paper can distance between the marks land was pushed up into be spiraled around the room. should be two inches (5.1 mountains and eventually The recommended width of cm). Each mark stands for 10 wind, rain and ice leveled the the paper strip is 24 inches million years, giving a total land again. This sequence (61 cm). representation of 3,900 mil- has been repeated many lion years, or 3.9 billion 2. Using a yardstick and a times over the history of the years. Note: This works out black marker or crayon, have earth. well as the oldest rock on the students draw a continu- earth is 3,800 million years It is quite difficult for most ous line, three inches (7.6 old. of us to understand the con- cm) up from the bottom of cept of geologic time. Be- the paper, along the entire Calculation: 65 feet = 780 cause we tend to regard length of the paper. If a inches, divided by 2 inches events on our planet using a marker is used, make sure it gives you 390 marks, each of time scale of hours, days, will not “bleed through” onto which represents 10 million months and years, it is easy the classroom wall. years, for a total of 3,900 mil- to underestimate the vast lion years. (3,900 million = 3. Have the students draw amount of time covered dur- 3.9 billion.) ing an eon like the Protero- another continuous line with zoic. the marker or crayon 16 You may also want to di- By creating a visual inches (40.6 cm) above the vide the last 10 million years model, the students should first line. into 1 million year segments (approximately 5 mm apart). begin to more clearly under- 4. Have the students make The term millions of years stand the broad scope of geo- another continuous line three can be abbreviated to "mya." logic time. inches (7.6 cm) above the After step 5, the paper should line drawn in step 3. After look like Figure B. Figure A steps 1 - 4, the paper should
2" 3"
24" 16"
3"
Hanging Rock State Park, NC 3.1.4 April 2000 Figure B
123456789 10 20 30 millions of years ago 6. This geologic time activity always agree on the exact be- familiar with the animals and provides information on 12 ginning and ending for each plants found in their time pe- periods. Divide the class period. The geologic time riod. After step 6 the mural into 12 teams. (Some scale in this EELE includes should resemble Figure D. “teams” may consist of just the latest information from 7. In the space remaining on one student.) The whole the North Carolina Geologi- the mural, students can illus- class will be responsible for cal Survey. trate geologic events over the depicting the Proterozoic eon The students will also il- appropriate years. Use the after the periods in the Phan- lustrate what animals and Events in Geological History erozoic eon have been por- plants lived during their pe- (pages 3.1.11-13) and library trayed. riod. Students working references as a guide. Each team should be as- within the 0 to 10 mya scale 8. After the students have signed a period from the (Quaternary period) will not completed the timeline mu- Geologic Time Fact Sheet. have room within these two ral, remind them that when The team is responsible for inches to place the illustra- studying geology, it is often finding their period on the tions. They can use arrows difficult to determine abso- time scale mural and marking to indicate where their illus- lute ages. Therefore, geolo- it off with vertical lines, be- trations fit into the main gists use geological eras and ing sure to label the time pe- scale on the paper. The stu- periods when discussing the riods (Figure C). Note that dents can do some indepen- earth’s history rather than different references do not dent research if they are not Figure C TERTIARY PERIOD Pliocene Miocene Epoch Oligiocene Epoch
123456789 10 20 30 millions of years ago
Hanging Rock State Park, NC 3.1.5 April 2000 Figure D TERTIARY PERIOD Pliocene Miocene Epoch Oligiocene Epoch
123456789 10 20 30 millions of years ago calendar dates. This mural Assessment: Extension: illustrates the vast number of 1. Remove the words written years our earth’s history cov- Using reference books, in the arrows on the Rock ers. encyclopedias, field guides, Cycle Diagram, then copy etc., search for other earth 9. Compare the student’s life for each student. List the history events not listed in history (years of age) with the following five terms on the the Events in Geological history and age of the earth, chalkboard or overhead: History in this EELE and in- and with rocks and forma- compaction; melting; cool- clude them in the mural. tions of the Sauratown Moun- ing; erosion; heat & pres- High school students could tains. Be sure to note what sure. Ask students to label assess the evidence for ma- era, period and epoch we live the arrows on the Rock jor geologic events and in. Cycle Diagram. paleoclimatic changes. 10. The Abbreviated Events 2. Scramble the events on in Geological History (page the Abbreviated Events in 3.1.13) is a simplified over- Geological History chart. view of the geological history Can students place them in of the earth. Geologic events the correct sequence? in the Sauratowns are high- lighted. Use this page with younger students, or to quickly give the "big picture."
Hanging Rock State Park, NC 3.1.6 April 2000 Geologic Time Fact Sheet Epochs Phanerozoic Eon Holocene Quaternary 0.008Ðpresent 1.8 Ð present Pleistocene Cenozoic E 1.8 Ð 0.008 ras Periods Pliocene 65 Ð present 5.3 Ð 1.8 Miocene Tertiary 23.8 Ð 5.3 65 Ð 1.8 Oligocene 33.7 Ð 23.8 Eocene 55.5 Ð 33.7 Paleocene 65 Ð 55.5
Mesozoic 248 Ð 65 Cretaceous 145 Ð 65
Figures indicate millions of years ago
Jurassic 213 Ð 145
Triassic 248 Ð 213 Permian Paleozoic 286 Ð 248 544 Ð 248 Pennsylvanian 325 Ð 286 Mississipian 360 Ð 325 Devonian 410 Ð 360 Silurian 440 Ð 410 Ordovician 505 Ð 440 Cambrian 544 Ð 505 Proterozoic Eon Information courtesy of N.C. Geological Survey
Hanging Rock State Park, NC 3.1.7 April 2000 Geologic Time Fact Sheet
ime is an important con- known rock in North Carolina pods and gastropods (one- Tcept in geology. Geo- (Roan Mountain) dates to the shelled mollusks like logic time includes all the early Proterozoic (1.8 billion whelks). At the end of the time that has occurred since years old). By the beginning Cambrian, 75% of all the tri- the formation of the earth Ð of the Proterozoic, blue-green lobite families, 50% of the an estimated 4.5 billion years algae had evolved and photo- sponge families and many of ago. These 4.5 billion years synthesis had begun. The the brachiopods and gastro- have been broken down into oxygen produced during pho- pods disappeared. No one different eons, eras, periods tosynthesis changed the knows what caused this mass and epochs. Eons are subdi- earth's atmosphere, enabling extinction. vided into eras; eras are sub- the evolution of more com- divided into periods; and pe- plex life. Sponges, soft cor- Ordovician Period riods are subdivided into ep- als, jellyfish and annelid 505 to 440 million years ago ochs. worms also evolved during A few very primitive this eon. Each of the units of geo- plants evolved to live on land logic time is characterized by during this period. However, different environmental con- most life forms were still ditions and specific kinds of PHANEROZOIC evolving in the oceans. life that flourished. Often, EON... Bivalves, like clams and oys- the boundaries between the 544 million years ago to the ters, developed during the geologic time periods were present Ordovician period, along marked by mass extinctions. with most of the other inver- Geologists continue to study PALEOZOIC ERA tebrates (animals without a rock formations today to put backbone). Starfish, brittle together a more accurate his- “Age of Ancient Life” stars, hard corals and tory of our planet. 544 million to 248 million crinoids were some of these Note: The earth's history is years ago invertebrates. Very primi- divided into four eons: Phan- tive, jawless fishes also de- erozoic, Proterozoic, Archean Cambrian Period veloped during this period. and Hadean. Because there 544 to 505 million years ago Fish are one kind of verte- are no ancient rocks from the This period marks the first brate, or animal with a back- Archean or Hadean in North appearance of fossil shells. bone. A mass extinction Carolina, we will concentrate The most common shelled ended this period, when on the two more recent eonsÐ animal of this time was the many of the remaining trilo- Phanerozoic and Proterozoic. trilobite. Trilobites were bites and some of the early probably scavengers on the fish and sponges died out. PROTEROZOIC ocean floor. All life lived in EON... the ocean during this period, Silurian Period 2.5 billion years ago to 544 because the earth’s atmo- 440 to 410 million years ago million years ago sphere had not yet developed This period is marked by to protect the land from the The Proterozoic eon is di- the development of extensive ultraviolet radiation of the vided into three eras: early, coral reefs. No new major sun. Along with the trilobites, middle and late. The oldest forms of life developed dur- there were sponges, brachio- ing this period. All of the life
Hanging Rock State Park, NC 3.1.8 April 2000 that had already evolved con- in the oceans. The trilobites MESOZOIC ERA tinued to flourish with the ex- continued to decline. “Time of Middle Life” ception of the trilobite which continued to become rarer. Pennsylvanian Period 248 to 65 million years ago Millipedes and scorpions 325 to 286 million years ago may have begun to live on Triassic Period The 39 million years of the land. 248 to 213 million years ago the Pennsylvanian period At the beginning of the Devonian Period were a time of mountain building and the loss of many Triassic period, there was 410 to 360 million years ago of the shallow seas. As a re- very little marine life left af- This period is called the sult, many of the marine spe- ter the mass extinction that Age of Fishes because the cies declined. However, the ended the Permian period. early, primitive forms of fish first insects and reptiles The first modern corals de- multiplied and diversified. evolved. In fact, the largest veloped. The entire Meso- Sharks, rays and bony fishes insect that ever lived, a drag- zoic era is known as the Age developed during this period. onfly with a wingspan of of Reptiles because the rep- A giant, 30 foot long fish 29", lived during this time. tiles developed to dominate called the Dunkleosteus did Most of the land was covered the air, land and sea. The not have any teeth, but the with swampy forests. Coni- first dinosaurs appeared near bones in its jaw were as sharp fers first developed during the end of the Triassic. as knives. Other inverte- the Pennsylvanian period. These dinosaurs were the brates began to live in fresh- saurichians, which walked on water during this period. The Permian Period two feet and had stabbing teeth. Crocodiles also ap- first amphibians, animals that 286 to 248 million years ago live part of their life in water peared at the end of the Trias- During the 38 million and part on land, evolved. sic. Lizards, turtles and ma- years of the Permian period, The first forests, with giant rine reptiles, like the plesio- the marine invertebrates spe- horsetails and tree ferns, were saurs, also evolved in cialized into many different found during the Devonian the Triassic. Finally, the first forms. The ginko tree first period. The first seed-bear- mammal, a small mouse- appeared. Reptiles and am- ing plants also evolved then. like animal that ate insects, phibians continued to de- Mass extinction marked the evolved. The Triassic ended velop. One of the most im- end of this periodÐ25% of all with a mass extinction in portant groups of reptiles species disappeared. which 25% of all species be- from this period was the pe- came extinct. lycosaurs, ancient forerun- Mississippian Period ners of the mammals. They Jurassic Period 360 to 325 million years ago had tall, sail-like projections 213 to 145 million years ago During this period almost from their backs that were all of North America was supported by spines out of Oysters, crabs, lobsters, covered by their backbone. The pelyco- sea urchins and shrimps de- oceans. saur probably used its sail to veloped in the oceans. The Crinoids, help heat and cool its body. stegosaurus and the ptero- feather This period ended with the saurs (flying reptiles) ap- stars and most severe of all mass ex- peared during this time. The sea lilies tinctionsÐ96% of all species mammals were still quite flourished were lost. small, but more diverse. The
Hanging Rock State Park, NC 3.1.9 April 2000 Jurassic period marks the tire Tertiary is known as the ing the Pliocene. The mam- evolution of the first bird. Age of Mammals because mals that had evolved during Insects continued to become many different kinds of mam- the other epochs continued to more diverse. mals developed during the 63 multiply and spread through- million years of this period. out the earth. Cretaceous Period Along with the development 145 to 65 million years ago of hoofed mammals, rodents, Quaternary Period and squirrel-like primates on The Cretaceous period was 1.8 million years ago to the land, sharks were abundant in one of the longest periods, present the oceans. lasting 80 million years. Much of the land was cov- Pleistocene Epoch Eocene Epoch ered by shallow seas. Ptero- 1.8 million to 8,000 years ago 55.5 to 33.7 million years ago saurs, the flying reptiles, be- There were at least four came more specialized. Eocene means the dawn of glacial advances during the Some of the Cretaceous dino- recent life. Mammals contin- Pleistocene epoch, or Ice saurs include tyrannosaurs, ued to diversify giving rise to Ages. Most notably during ankylosaurs and the duck- whales, sea cows, bats, early this epoch, Homo sapiens, or billed dinosaurs. Flowering horses, and rhinoceroses. humans, evolvedÐprobably in plants, bees and butterflies Africa. During the Ice Ages, also evolved during this time. Oligocene Epoch wooly mammoths, mast- The end of the Cretaceous 33.7 to 23.8 million years ago odons, and wooly rhinocer- was also the end of the Me- Oligocene means “few oses were common. During sozoic era and was marked recent (kinds of life).” Dogs, the warmer periods, giant by a mass extinction, second rats, camels, cats and pigs all ground sloths, saber-toothed only to the extinction that multiplied during this time. cats, lions, wolves, bison, marked the end of the Per- Sloths, armadillos and guinea camels, cattle and horses mian. All of the dinosaurs pigs all evolved separately in were common. Many of the went extinct, along with ma- South America. large mammals went extinct rine reptiles, pterosaurs, at the end of this epoch. many corals, sponges and Miocene Epoch Some scientists think that it other marine invertebrates. may have been due to hunting 23.8 to 5.3 million years ago by the early humans, but no CENOZOIC ERA The “less recent” epoch one knows for sure. lasted for 19 million years. “Time of Recent Life” Saber-toothed cats, elephants, Holocene Epoch 65 million years to present apes, monkeys, giraffes and 8,000 years ago to present cattle are some of the mam- Tertiary Period mals that evolved and multi- The climate of the present 65 to 1.8 million years ago plied during this epoch. epoch is much warmer than the climate of the Ice Ages. Paleocene Epoch Pliocene Epoch Humans are playing a greater role in causing extinctions, 65 to 55.5 million years ago 5.3 to 1.8 million years ago particularly in the rain forest Much more dry land was The vegetation of the Plio- regions of the world. Hu- exposed as the seas dried up cene was much like today’s. mans may also be playing a during the Paleocene or “old Australopithecines, the ances- role in global warming. recent life” epoch. The en- tors of humans, evolved dur-
Hanging Rock State Park, NC 3.1.10 April 2000 Events In Geological History
Millions of Years Ago
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 Ð photosynthesis begins. 1800 ...... Oldest known rock in North Carolina. 1600 ...... Sediments deposited in a very ancient ocean off the North American continent. (Later, they were meta- morphosed and formed the Blue Ridge Mountains.) 800 ...... Layers of sediment accumulate in the Iapetus Sea. (Sandstones and other sedimentary rocks formed here are the "parent rocks" to those found in the Sauratown Mountains today.) 544 ...... Proterozoic eon ends; Phanerozoic eon begins. Cambrian period begins Ð First animals with shells appear in oceans. 505 ...... Ordovician period begins Ð Continental collision of North America and Africa. This is the beginning of the mountain-building process. Layers of sandstone are folded and metamorphosed. 440 ...... Silurian period begins Ð Uplift continues along with some erosion. 410 ...... Devonian period begins Ð Plants are thriving on land above the sea; first land animals appear; insects are common. 408 ...... Due to movement of the earth’s crust as North America and Africa move together, the Iapetus Sea closes and disappears. 360 ...... Mississippian period Ð Time of uplift and erosion. 325 ...... Pennsylvanian period Ð Time of uplift and erosion. 300 ...... Reptiles appear. 286 ...... Permian period begins Ð Final collision of North America and Africa. Thrust faulting occurs in west- ern North Carolina along with deformation of rocks in the Piedmont. 248 ...... Triassic period begins Ð Formation of Atlantic Ocean, as North America and Africa drift apart. Weathering and erosion of Piedmont and mountains.
Hanging Rock State Park, NC 3.1.11 April 2000 Millions of Years Ago
225 ...... Faulting and rifting creates the Dan River Basin and other Triassic basins in North Carolina. 213 ...... Jurassic period begins Ð Dinosaurs rule! First mammals appear. Erosion continues. 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 Ð 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 Ð Phosphate is deposited in eastern North Carolina. 5.3 ...... Pliocene epoch begins Ð Erosion of Piedmont and Appalachian Mountains to their present rugged fea- tures. 1.8 ...... Quaternary period begins with the Pleistocene epoch. 1 ...... Time of Ice Ages.
Thousands of Years Ago
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 to- day is complete. 15 ...... Ice sheets still cover most of North America. 10 ...... Groups of people in North America begin to settle down in villages. 8 ...... Holocene epoch begins Ð glaciers retreat. 1 ...... The Saura people have a number of villages along the Dan River. 0 ...... Present time.
Geologic Time Information Courtesy of the North Carolina Geological Survey
Hanging Rock State Park, NC 3.1.12 April 2000 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 The 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 Sandstone (“parent rock” to quartzite 800 million years ago found in park) forms in Iapetus Sea, an ancient ocean. 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 Sandstone in park metamorphoses to 500 million years ago quartzite when crustal plates carrying North America and Africa collide.
10:00 PM First land plants and animals appear; 400 million years ago amphibians follow soon after.
10:25 PM Early reptiles and flying insects appear. 300 million years ago
10:40 PM Dinosaurs appear. Weathering & erosion 250 million years ago of Piedmont and Sauratown Mountains.
10:50 PM Dan River basin develops; Atlantic Ocean 220 million years ago forms as Africa and North America move apart; 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 in Piedmont continues.
11:59 PM Humans arrive seconds before midnight. 1 million years ago or less
Hanging Rock State Park, NC 3.1.13 April 2000 Pre-Visit Activity #2 "Layer on Layer"
Sauratown Mountains. Major Concepts: plastic wrap to cover gela- ¥Sedimentary rock formation tin, glass cake pan, spatula Two options are provided: ¥Faulting, folding, thrusting Per student: Clear plastic 8 Option A focuses on sedi- oz. cup, spoon, pen to mark ment deposition and how Learning Skills: cup movements in the earth’s ¥Observing, inferring, pre- crust can later fold or de- dicting Credits: Museum Institute for ¥Drawing conclusions from Teaching Science, Oct/Nov form the original layers. models 1988. (See References Option B reinforces the con-
section.) cept of geologic time and
Subject Areas: demonstrates cross-bed-
¥Science
¥English Language Arts Objectives: ding. *See Activity Summary for ¥ Define sedimentary rock a Correlation with DPI and explain how sedimen- Although most of the ex- objectives in these subject tary rock forms. posed rock in the park today areas. ¥ Using a simple model, is metamorphic, the parent rock was sedimentary. Ge- Location: Indoors demonstrate and describe what can happen to rock ologists think that the sedi- Group Size: 30 or less layers when the earth’s mentary rock (primarily quartz sandstone) was laid Estimated Time: crust is compressed. ¥ Give examples of evi- down in a shallow sea about Option A: 60 minutes 800 million years ago. Option B: 60 minutes over dence that geologists use several days to reconstruct the geologi- Much later this deeply-bur- cal history of the ied sedimentary rock was Appropriate Season: Any Sauratown Mountains. metamorphosed and became
season quartzite. Although the
quartzite was folded, meta-
Materials: Educator’s Information:
Provided by the educator: morphosed and thrust up Option A n this activity, students and over younger rocks, it Per group: Small aquarium or Iwill manipulate simple still exhibits the sediments 3-liter clear plastic soda and layers in the original bottle with the top cut off, models of sedimentary water, sand, clay soil, and rocks in order to visualize sandstone. other “sediments.” Note: the geological history of the Any type of fine material that will settle in water can be used, preferably of sev- eral different colors so the layering effect can be seen. Make sure none of the mate- rials can float before using them with students! Option B a a aa aa Per class: Several packages a a a a a a aa aa of gelatin in assorted colors, aaa a a a a a a a a a a a a hot water, two-quart bowl, a a a a a a a a aa a a a a a a a a a a a a aaa a aa a aaa a a aaa a a a package of licorice strings, a a aaa
Hanging Rock State Park, NC 3.2.1 April 2000
StudentWhen your students’s Information: visit supercontinent, Pangaea. In demonstration.
Hanging Rock State Park, the Sauratown Mountain they may observe that some area, older rock units were Note: DO NOT move the rock layers, although paral- thrust westward aquarium once the water and lel, have internal layers over younger sediment have been added. aligned at an angle, one to rock units. This could break the another. This feature is Later, these thrust seals and cause the called cross-bedding and oc- sheets were arched aquarium to leak. curs when the currents or upwards to form the winds that carry sand change direction over time.
Cross-bedding within the
quartzite layers provides
evidence that the rocks of
the park were formed in a
nearshore or beach environ-
ment. Note: This original sedimentary feature is best displayed beneath Hanging Rock in the more weathered rock layers. ( Cross-bedding can also be observed on the upwind side of large sand Sauratown Mountain 2. Each group should fill dunes such as those at anticlinorium. Some ge- their container about half- Jockey’s Ridge State Park.) ologists describe this way with water. anticlinorium as a large fold Cross-bedding in the crust that has flopped 3. Have the students very a a a a a a a a a a a a a a a a a a a a aaa a a aaa a a over on its side. slowly sprinkle some clay a a a a a a a a a a aaa a a aaa a a a a a a a a a a a a aaa a a aaa a a soil (or whatever material a a a a a a a a a a a a a a a a a a a aaa a a a aaa a a aaa a a aaa a a aa a a a a a a aa a a a a a a Instructions: they are using) into the con- a aa a a a a a a a a a a a a a a a a Review the Student’s In- tainer of water. a a a a a a a a a a aaa a a aaa a a a a a a a a a a a a aaa a a aaa a a formation and determine if a a a a a a a a a a aaa a a aaa a a 4. Allow all the deposited aaa a a aaa a a you wish to use this as an introduction to the activity material to settle to the bot- At the park, students will options below. Make copies tom of the container. (Time observe that some of the as needed. will vary depending on the quartzite layers are tilted. material used; generally it This indicates that deforma- OPTION A: will take about one minute.) tion of the earth’s crust oc- curred after the deposition 1. Divide the students into 5. After the first layer has of the sediments. Geolo- groups of four. Provide settled, add a second layer gists think that beginning each group with a container, of sand. Continue making about 500 million years ago, water, and portions of clay layers, alternating clay soil, large folds and faults devel- soil, sand, or other sedi- sand, and other sediments oped in the crust as the tec- ments. At least one group until there is a minimum of tonic plates carrying North should use an aquarium, or eight layers. Remember to America and Africa started the teacher can complete the let the materials settle for to come together to form the activity in the aquarium as a about a minute before add-
Hanging Rock State Park, NC 3.2.2 April 2000 ing the next layer. If de- 8. Ask the students to pre- results of this compression. sired, students can place dict what will happen to the If desired, they can use the leaves, shells or other natu- horizontally-layered sedi- diagrams in the Student’s In- ral objects against the glass ments as you push the ply- formation to help them label in several layers to simulate wood towards the other end. and interpret the new geo- fossils. Have them write down their logical formations. predictions. Explain that 6. After the final layer has this will represent the com- 11. Discuss the accuracy of settled, have the students ob- pression of the earth’s crust their predictions. Review serve the results in their con- that occurred about 500 mil- major events in the park’s tainer and make a sketch lion years ago when the con- geological history. Discuss: showing the different layers. tinental plates carrying During our up-coming visit Explain that this represents North America and Africa to the park, what clues will the original rock at Hanging collided. we look for that will tell us Rock State Park that formed more about these events? in an ancient ocean about 9. Now slowly move the (Sediments in rock, layers in 800 million years ago. plywood, pushing and com- rock, cross-bedding, tilting Draw their attention to the pressing the layers of sand or folding of rock layers) parallel layers and ask them and clay. By doing this you why they think the layers are are changing the position of Assessment: parallel and not tilted. the layered soil that was de- Discuss the following (Answer: gravity and the posited in the still water of questions, or ask your stu- even distribution of sedi- the aquarium. This change dents to write/sketch their ments in still water) in position of the sediments answers on paper. can be used to represent the ¥ How do sedimentary 7. Using the aquarium as a rocks in the earth that are rocks form in nature? demonstration, take a thin folded, faulted and changed (Here's one possibility: piece of plywood or similar by movement in the crust. Sediments, soils or rock material and place it through fragments are carried by the layers to the bottom at 10. Have the students draw wind or water and deposited one end of the aquarium. a sketch and write about the in layers. As the layers ac- cumulate, the pressure caused by the weight of the upper layers compresses the lower layers into rock.)
¥ Which layer is the oldest? anticline syncline (the bottom layer)
¥ Which layer is the young- est? fault (the top layer)
¥ Describe what can happen if the earth’s crust is com- pressed after the sediments are deposited.
Hanging Rock State Park, NC 3.2.3 April 2000 (Layers will be folded, tilted into each student’s cup, on original rocks at Hanging or faulted. See diagrams in top of the first layer. Pour a Rock State Park were Student’s Information.) thin layer on top of the first formed under an ancient sea layer in the class demonstra- between 500 and 800 mil- OPTION B: tion model also. lion years ago.
1. Have each student label a 6. Have the students date the 10. Ask students to predict: cup with their name. new layer as well (with ap- What would happen if the propriate date). Tell the stu- layers are compressed or 2. Prepare one color of gela- dents that today the winds or tilted after they set up? The tin, following directions on water currents are moving teacher can now use the the package. Allow mixture from the north to the south. class demonstration model to cool slightly and spoon Therefore, they should place to show the results of crustal some into each student’s their licorice strings on the movements. One sugges- cup. The teacher should gelatin in a north-south ori- tion is to use a spatula to cut
also pour a thin layer into a entation. Note: Omit the a large block of the layered
glass cake pan for class licorice strings in the class gelatin and place it on
demonstration use. demonstration model. poster paper or other heavy
paper. Push on both ends of
3. Have the students date 7. Repeat steps 5 & 6 for the paper to illustrate what
the layer (today’s date) on several days. happens to rock layers when
the cup. Tell the students they are arched upwards. that today, the winds or wa- 8. After 4 to 5 days, the stu- Geologists think something ter currents are moving from dents will have several lay- like this may have occurred east to west. Each student ers in place and should be to form the Sauratown should place licorice strings able to understand that lay- Mountains. (Geologists call (or similar item) on top of ering requires a great deal of this large arch of rock the the gelatin in an east-west time. They should also be Sauratown Mountain
orientation. The licorice able to observe that different Anticlinorium.) Faulting
strings represent the orienta- layers are oriented in differ- and thrusting can also be
tion of the various sedi- ent directions to one another, demonstrated by cutting the
ments in the rock. Note: depending on the direction layered gelatin into two
Do not include licorice of the wind or water currents blocks and placing one
strings in the class demon- during their formation. block on top of the other so stration model. that older layers from the 9. Have the students draw 4. Refrigerate the first layer top block cover younger and explain their results in layers in the bottom block. overnight. Note: If the writing (comparing class gelatin layers are kept fresh time with geological time). by covering cups with plas- a a Discuss how this aa aa a tic wrap each time, students model of sedimentary a a a a a a a a a a a aa a may enjoy eating the end re- a a a aa a aa aa a a a a a a a a a a aa a rock formation is a a a a a a aaa aaa a a aaa a aa a a a a a a a a a a a a a a a a a a sults! similar to what ge- a a a aa aaa a a aaa a aaa a a aaa a a a a a a a a ologists think actu- aaa a aaa a a aa aa a a a a a 5. Repeat the procedure of a a a a ally happens in na- a aa a a a a a a a a a a aaa preparing another package a a ture. Remind stu- a a a aaa a a a a a a a aaa aa a a a a a a a a a aa of gelatinÐÐthis time with a aaa a a aaa dents that geolo- different color. Spoon some gists think the Fault - rock layers slide along a break
Hanging Rock State Park, NC 3.2.4 April 2000 See the diagrams on the (One day could represent 50 ¥ What causes cross-bed- Student's Information page to 100 million years.) ding? for other ideas. (Wind or water currents de- ¥ Which layer is the oldest? posit the sediment in layers. Assessment: (The bottom layer) If the wind or water shifts Discuss the following direction, the sediments in questions, or ask your stu- ¥ Which is the youngest? one layer may be oriented dents to write/sketch their (The top layer) differently than the sedi- answers on paper. ments in another layer. This ¥ Why can an older layer of happens in sand dunes and ¥ How does the time re- rock sometimes be found on also near the shore of an quired for the gelatin layer- top of a younger layer? ocean or large lake.) ing compare to the geologi- (During faulting and thrust- cal time required for the ing, one rock unit may be layering of sedimentary pushed up and over another.) rock?
Hanging Rock State Park, NC 3.2.5 April 2000 Student's Information
eologists think that the If you were outdoors ob- rocks that have been slightly Grocks of the Sauratown serving a large section of metamorphosed. Unfortu- Mountain area, including sedimentary rock, which nately, no fossils have been Hanging Rock State Park, layer would be the oldest? found in the metamorphic originated in an ancient sea The one on the bottom rocks at the park. about 800 million years ago. would usually be the oldest. What evidence would lead If you chose one layer Sometimes, the sediments them to this conclusion? within the rock, it would be or particles in one layer may The most common rock in older than the layer above it, be oriented differently than the park is called quartzite, but younger than the layer those in the layer above or a type of metamorphosed below it. Sometimes large below it. This is called sandstone. Sandstone typi- units of rock are thrust up cross-bedding. It happens cally forms underwater, usu- and over other rocks. When when wind or water currents ally near the shore in a this happens, older layers change direction as sedi- beach environment. By ob- can be pushed on top of ments are being laid down. serving the sediments and younger layers. Geologists Demonstrate this by holding layers in the rocks at the look for evidence of thrust- your right hand in front of park, geologists have evi- ing before deciding on the you with fingers together dence for an ancient sea that age of a rock layer. and palm down. Your fin- existed before the time of gers should be pointing the dinosaurs! Some sedimentary rocks straight ahead of you, indi- contain the fossils of ani- cating the direction of the You can make a model of mals and plants that were water currents that deposited a sedimentary rock like trapped in the sediments. the sediments in this right- sandstone by depositing lay- Geologists can use these hand “layer.” Now place ers of sediment, one at a fossils to estimate the age of your left hand across your time, into a container filled the rock. Rarely, fossils can right hand to form a cross. with water. Of course, your be seen in sedimentary sediments will not actually make a rock. In nature, as more and more layers are deposited, the bottom layers are crushed by the weight of the top layers. This pressure compacts and cements the sediments together and turns them into a rock. The sedi- ments that formed the rock in the park were mostly made of quartz sand. Sedi- ments in other sedimentary rocks may be clay, silt, Cross-bedding in weathered quartzite located pebbles or even volcanic off the trail below the Hanging Rock ash.
Hanging Rock State Park, NC 3.2.6 April 2000 The fingers in your left layers that are folded or The heat and pressure hand will be pointing to the tilted at different angles. during mountain building
right, indicating a different What could this mean? caused the original sand- current direction than in the stone rocks to recrystallize
“layer” below. The make- Tilted or folded layers in- into a hard metamorphic
believe sediments in your dicate that the earth’s crust rock called quartzite. Dur-
left-hand “layer” are lined moved after the layers were ing metamorphosis, the lay-
up at right angles to the deposited. Geologists think ers and cross-bedding in the
sediments in your right-hand this movement could have original sandstone were pre-
“layer.” occurred during several served. When you visit the
mountain-building periods park, you will see the If you deposit sediments beginning nearly 500 mil- quartzite and you can learn in a container, you will no- lion years ago. Study the about the park’s geological tice that the layers are paral- diagrams on this page to dis- story by observing the rock lel to each other and to the cover how rock layers layers. Sorry, you won’t ac- bottom surface. However, if moved as the Sauratowns tually see the ancient ocean. you visit Hanging Rock Mountains were formed. You’re about 500 million State Park, you will see rock years too late!
tilted
layers
anticline syncline a a a a a a a a a a a a a aa a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a aa a a a a aa a a a a a a a aa a a a a a a a a aaa a aaa a a aaa a aa a
folded layers
Hanging Rock State Park, NC 3.2.7 April 2000 Pre-Visit Activity #3 "A Rock Called Sandstone"
Major Concept: Credits: ides precipitate out of the ¥ Lithification Elementary Science Discov- water, filling the spaces be- ¥ Sedimentary rock charac- ery Lessons Ð The Earth tween sediment grains and teristics Sciences, 1973 (See Ref- cementing these grains to- ¥ Sedimentary rock forma- erence section.) gether. tion
Learning Skills: Objectives: About 500 million years ¥ Observing, communicat- ¥ Compare sandstone made ago, crustal movements ing, defining operationally in the laboratory with caused the original sand- ¥ Writing observations and stones to become deeply inferences; comparing and natural sandstone; list contrasting similarities and differ- buried, folded and faulted. ences between the two The resulting heat and pres- Subject Areas: samples. sure recrystallized the rock ¥ Science ¥ Write a paragraph ex- so that the sandstone meta- ¥ English Language Arts morphosed to quartzite, * See Activity Summary for plaining how sedimentary a Correlation with DPI ob- rocks are formed. which you can see in the jectives in these subject park today. Later, the areas. Educator’s Information: quartzite was thrust upwards during the final episode of Location: Classroom hen you visit Hanging mountain building. Group Size: 30 students W Rock State Park, you will notice the mountainous In the previous pre-visit Estimated Time: terrain. Geologists specu- activity, the process of rock Initial procedure 20-30 min- late that the rocks compos- formation was emphasized. utes. Drying time - mini- ing the Sauratown Moun- In this activity, the compo- mum of one week. tains were actually formed nents of rock formation are Appropriate Season: Any near the shore in an ancient the focus. Your students ocean (called the Iapetus will simulate the formation Materials: Sea) between 800 and 500 of sandstone using a mixture Provided by the educator: million years ago. Since the of canary grit, Epsom salts Per student: One copy of and water. The canary grit Student’s Information and sediment that formed the worksheet; magnifying glass rocks was primarily quartz represents sand and other (optional) sand, the resulting sedimen- sediments deposited in the Per group: Canary grit, Epsom tary rock is called sand- ocean. The Epsom salts and salt, 2 paper cups, water, water represent salt water, popsicle sticks (for stirring), stone. The transformation large chunks of gravel, of loose sediments into a complete with its mineral *sandstone sample, pie plate hard rock is called components. Your students or heavy sheet of paper lithification. This occurs will compare and contrast when the weight of many real sandstone with the ma- *Note: The North Carolina terial they create. Rock Kit, given to each pub- sediment layers compacts lic school by NC Geological the lower layers into a rock. Survey, contains several Or, in some cases, soluble Instructions: specimens of sandstone. materials such as silica Review the Student’s In- (quartz), calcite, or iron ox- formation and worksheet
Hanging Rock State Park, NC 3.3.1 April 2000 with Student’s your students Information: before tinue drying out. Hint: If an How is the process that you beginning this activity. Fol- oven is available, you can used to make sandstone lowing steps 1-9 below, the try to dry the homemade similar to the process that students should work in sandstone by placing it in an occurs in nature? How is it small groups of two or three oven at 250û for 2-3 hours. different? (In nature and in in order to create the sand- Use caution Ð place the pa- the classroom, sand is de- stone. Each student should per cups on a cookie sheet posited in water and settles complete his or her own and monitor carefully! to the bottom. Then miner- worksheet. als in the sea water and the 8. Carefully tear the paper silica in the sand work to 1. Place one inch of canary cup away from the sand “glue” the particles together grit into a paper cup. mixture and place the to make a rock. In nature, “chunk” gently (without the process takes millions of 2. Add about 1/2 inch of Ep- breaking it apart) on a pie years while your homemade som salt. plate or heavy sheet of pa- rock was made in only a per. Again, place the week or two. The pressure 3. Add enough water to rise “chunk” where it will be un- on the sediments is much 1/4” to 1/2” above the grit/ disturbed and allow it to dry greater in nature than in the salt surface. Adding too out completely. (It takes classroom.) much water will increase time for evaporation of salt drying time significantly. water to occur.) Which is harder, the (You want the consistency homemade sandstone or the of thick soup.) 9. Compare the homemade natural sandstone? Why is it sandstone with sand and harder? (Pressure helps 4. Take turns and stir the also with real sandstone. make natural sandstone mixture well! (The object Complete the worksheet. stronger by pressing the is to dissolve as much Ep- sand grains closer together.) som salt as possible.) Assessment: Modification: 5. Fill the second cup with Check student worksheets If your school has the gravel and put this cup on for completeness and accu- Mineral and Rock Kit Guide top of the salt/grit/water racy of observations. Then by Mary Watson of the NC mixture to add pressure. discuss the following, or ask students to write their an- Geological Survey, refer to 6. Place the cups where they swers on paper: pages 51 and 52 for similar will be undisturbed for one activities on making sand- week allowing the mixture Observe the homemade stone in the classroom. (A time to set up and begin dry- sandstone with a magnifying copy of this guide should be ing out. Hint: Put the cups glass. Observe sand (canary located in the North Caro- close to a heat source or on a grit) with a magnifying lina Rock Kit.) sunny window sill to speed glass. How are they differ- up drying time. ent? Alike? Where is the salt? What holds the "rock" 7. Remove the top cup with together? (The homemade the gravel so that additional rock is composed of sand air can reach the sand mix- held together by an Epsom ture. Again leave it undis- salt “cement” that crystal- turbed for one week to con- lized around the particles.) Quartz
Hanging Rock State Park, NC 3.3.2 April 2000 Student's Information
y studying the rocks at The area around Hanging them. The three weeks that BHanging Rock State Rock State Park is one of it will take for all the water Park, geologists find clues to the few places in the world to evaporate represents the their origins. The rocks may where you can find “flexible millions of years that it took have formed under a shal- sandstone” or itacolumite. for the layers to become ce- low sea, called the Iapetus (Actually, itacolumite is not mented together to finally Sea, about 800 million years a true sandstone, but a spe- form a rock under the ago. Note: The Iapetus Sea cial form of weathered Iapetus Sea. started to close about 500 quartzite.) Pieces of this million years ago as the rock can actually bend a After you make your crustal plates carrying little bit! As the itacolumite homemade sandstone, you Africa and North America weathers, the interlocking will observe it very carefully moved closer together. grains of mica and quartz in and compare it to real sand- About 200 million years the rock are loosened. The stone. The chart on the ago, when Africa and North grains can then slide over worksheet will help you or- American began to drift each other like the pages in ganize your observations. apart again, the Atlantic a large phone book. The When you have completed Ocean formed. flexible mica grains allow the worksheet, it is time to the rock to bend a little use your imagination. Write Quartzite (metamor- without breaking. a paragraph answering the phosed sandstone) is the ma- questions below on the back jor kind of rock found in the In this activity, you are of this paper. If you have park today. The “parent” going to make homemade time, draw a picture of your- rock to the quartzite was sandstone using canary grit, self as a piece of sand in a sandstone, a sedimentary Epsom salts and water. Af- chunk of sandstone. rock formed when layers of ter you mix up the grit, salts sand were deposited under and water, you will put the ¥ Imagine that you are a the ancient Iapetus Sea. The mixture in a paper cup and grain of sand in a piece of weight of water and sedi- compress it with a cup filled sandstone. Where did you ments above squeezed the with rocks. In about three come from? sand grains close together. weeks, you will have a piece ¥ What is your name? Minerals, which were dis- of homemade sandstone. ¥ How did you get here solved in the trapped sea The canary grit represents from where you started? water, precipitated out and the sandy sediments that ¥ What forces made you crystallized around the sand were deposited in the into a piece of sand? grains, gluing them together Iapetus Sea. The mixture of ¥ What forces helped you like cement. water and Epsom salts is become part of the piece of similar to the saltwater that sandstone? filled the Iapetus Sea. The ¥ How old are you? cup filled with rocks that ¥ Where do you think you compresses the grit mixture might go next? represents the weight of wa- ter and sediments that com- pressed the layers below Quartzite
Hanging Rock State Park, NC 3.3.3 April 2000 A Rock Called Sandstone - Worksheet
Student’s Name: Date:______
My drawing of homemade sandstone: My drawing of natural sandstone:
How are natural and homemade sandstone alike? different?
Similarities: Differences:
1. ______1. ______
2. ______2. ______
3. ______3. ______
4. ______4. ______
In a short paragraph, compare real sandstone with your homemade sandstone.
Hanging Rock State Park, NC 3.3.4 April 2000 A Rock Called Sandstone - Answer Sheet
Student’s name: Date:______
My drawing of homemade sandstone: My drawing of natural sandstone:
Sketches will vary depending on Sketches will vary depending materials used. on specimens used.
How are natural and homemade sandstone alike? different?
Similarities: Differences:
1. Both are light in color. 1. Natural sandstone displays layers.
2. Both are brittle. 2. Natural sandstone is not as brittle as homemade sandstone.
3. Both result in sand when crumbled. 3. Natural sandstone seems to break off in layers. Homemade does not.
4. Both were created with pressure. 4. Particles in homemade sandstone will probably be larger.
In a short paragraph, compare real sandstone with your homemade sandstone.
Sandstone is a rock made up of sand grains cemented together. The sand is deposited in layers over time by water. As the layers increase, pressure from their weight pushes the sand grains together. As the water evaporates over time, minerals crystallize and cement the layers together. The homemade sandstone is also made up of sand. Like real sandstone, the grains of the homemade sandstone were deposited in water, which eventually evaporated leaving only the minerals behind. However, the time and pressure required to make real sandstone are incredible. The short time and little pressure resulted in a product that is much softer and more brittle. Also, the homemade sandstone did not form in layers like real sandstone.
Hanging Rock State Park, NC 3.3.5 April 2000 Pre-Visit Activity #4 "For a Change"
Objectives: Here’s how sandstone Major Concepts: ¥ Metamorphic Rocks ¥ Compare greenware may have been changed to ¥ Sedimentary Rocks (dried clay) with bisque the quartzite that you can (fired clay) by listing at see in the park today. Ge- Learning Skills: least two differences and ologists think that about 500 ¥ Observing, communicating, million years ago, the tec- using models two similarities. ¥ Writing observations; com- ¥ Write a short paragraph tonic plates carrying North paring and contrasting explaining how firing America and Africa began to clay in a kiln is similar to move towards each other. Subject Areas: the process by which As the Iapetus Sea closed, ¥ Science the resulting heat and pres- ¥ English Language Arts sandstone metamorphoses * See Activity Summary for to quartzite. sure caused the sandstones a Correlation with DPI ob- created under deep burial jectives in these subject Educator’s Information: beneath this sea to recrys- areas. tallize Ð the quartz crystals y firing greenware in a Location: Classroom in the sandstone enlarged Bkiln to make bisque, and grew together to create a Group Size: Approximately your students will gain a new rock, called quartzite. 30 students with teacher greater appreciation of how Recrystallization is not the some metamorphic rocks same as melting. (If a rock Estimated Time: 30 minutes are formed. The process of (plus firing time in a kiln) completely liquifies and greenware changing to then solidifies, it would be Appropriate Season: Any bisque in a kiln is analogous classified as an igneous to the process by which rock, not a metamorphic Materials: sandstone changes to rock.) Recrystallization Per class: Ceramic greenware quartzite deep in the earth’s could be as simple as a (dry clay), access to a kiln, 3 crust. The time, heat and samples of sandstone, 3 change in texture or as com- samples of quartzite* pressure required to natu- plex as a rearrangement of Per student: One copy of rally produce metamorphic ions resulting in new miner- Student’s Information and rocks are almost incompre- als. worksheet hensible on a human scale. *Note: The North Carolina However, using the Metamorphic rocks often Rock Kit, given to each pub- greenware analogy, your have complicated geologic lic school by the NC Geo- students should understand histories. The rocks in the logical Survey, contains sev- that rocks are recrystallized, Sauratown Mountains eral specimens of sandstone. not melted, during metamor- have undergone several peri- The park can loan you speci- mens of quartzite. phism. ods of metamorphism. A rock that originally formed Credits: under medium or high tem- Elementary Science Discov- peratures and pressures ery Lessons - The Earth Sciences (See References could have been subject to section.) lower temperatures and pressures at a later time. Al- mica schist though the basic elements in
Hanging Rock State Park, NC 3.4.1 April 2000 thisStudent’s rock did not change, Information: the observations and thorough- quartzite? (Sandstone is a minerals in the rock result- ness of comparisons. Then sedimentary rock; quartzite ing from these two meta- discuss: is metamorphic. Quartzite is morphic events could be formed from sandstone by quite different. Geologists What did heat do to the heat and pressure.) study metamorphic rocks greenware? (Heat changed under the microscope and greenware to bisque.) What is metamorphic use other lab tests to try to rock? (Metamorphic rock unravel the complex histo- How are greenware and occurs when one rock ries of these rocks. bisque similar? (Both were changes into another due to originally mud.) Different? heat and/or pressure.) Instructions: (Greenware is soft, brittle, grayish white. Bisque is Extension: 1. Students should observe harder, more resistant to 1. Measure mass and/or vol- the greenware and record scratching, and white.) ume of the greenware before observations on their and after firing in the kiln. worksheets. How are sandstone and greenware similar? 2. If samples of other meta- 2. Using a pen, each student (Greenware and sandstone morphic rocks, such as should carefully carve his/ are both soft and brittle.) schist and gneiss are avail- her name in his/her piece of able, ask the students to greenware. How are bisque and compare quartzite with these quartzite similar? (Bisque rocks. (Some of these rocks 3. Fire the greenware and quartzite are both hard can be seen in the exhibit samples in a kiln. and resistant to scratching. hall at the park’s visitor cen- Quartzite formed from sand- ter.) Discuss the parent 4. Have the students observe stone as the bisque formed rocks and metamorphic con- the samples (now called from greenware.) ditions that were necessary bisque) and record observa- to create these different tions on their worksheets. What is the relationship metamorphic rocks. By between sandstone and 5. Ask the students to share studying the minerals in the the samples of sandstone and quartzite. Students should record their observa- Solid Mantle of olivine rock tions on the worksheets. Earth’s Crust (10 to 25 miles) 6. Ask students to write a Liquid paragraph explaining how Outer Core the firing of greenware to of nickel-iron make bisque is similar to the metamorphic process that transforms sandstone into quartzite. Solid Inner Core Assessment: Check the students' worksheets for accuracy of
Hanging Rock State Park, NC 3.4.2 April 2000 rocks, geologists have evidence that the rocks in the Sauratowns were metamorphosed under low to medium temperatures and pressures. In the following chart, foliated refers to a rock in which the mineral grains are aligned in a particular direction. Note that gneiss, metagray- wacke and schist can be found throughout the Sauratown Mountains, while marble is rare, but present.
Metamorphic Rocks Found in the Sauratown Mountains
Metamorphic Rock Name Description Possible Protolith or Parent Rock
Quartzite Nonfoliated to foliated Sandstone (sedimentary rock with large amounts of quartz)
Metagraywacke Weakly foliated Graywacke - “dirty” sandstone (contains some clay, but still has lots of quartz)
Marble Nonfoliated; fizzes with acid Limestone (sedimentary rock)
Foliated; can often see abun- Shale or similar sedimentary Schist dant flakes of mica in the rock rocks with large amounts of clay
Gneiss Foliated; rock has a banded Granitic gneiss comes appearance and is usually from granite, an igneous more coarse-grained than rock. (Other types of gneiss schist; more quartz and come from other igneous rocks, feldspar than mica sedimentary rocks, and even metamorphic rocks.)
Hanging Rock State Park, NC 3.4.3 April 2000 Student's Information
etamorphosis means a other metamorphic rock. tively brittle. Over millions Mtransformation, a The same rock will look dif- of years, the sandstone be- marked change in appear- ferent, depending on the came deeply buried. The ance or condition. Think of amount of heat and pressure heat and pressure from a caterpillar changing, or that it experiences. For ex- within the earth’s crust metamorphosing into a but- ample, the sedimentary rock caused the sandstone to terfly. Or, think of a snow- called shale will become change, or metamorphose, ball. To make a snowball slate if it is exposed to low into quartzite. Most of the you scoop up some fresh, temperatures and pressures. outcrops and large rock for- soft, fluffy snow. Then the However if the shale is ex- mations that you will see at heat and pressure from your posed to higher temperatures Hanging Rock are quartzite. hands changes it into a hard, and pressures, it will be- icy snowball. come another kind of meta- But what actually hap- morphic rock called schist. pened to the sandstone to Metamorphic rock is change it into quartzite? rock which has been The metamorphic rock The sandstone did not melt. changed by heat and/or pres- found at Hanging Rock At higher temperatures, the sure, often over a long pe- State Park is quartzite. sandstone recrystallized Ð riod of time. The original Quartzite is a type of rock the quartz crystals in the rock, sometimes called the which formed from sand- rock enlarged and grew to- parent rock, may have been stone, a sedimentary rock. gether. This resulted in a an igneous rock, a sedi- Sandstone is made of whole new texture and also mentary rock or even an- quartz sand and is rela- made the quartzite much stronger than the original Rock Cycle sandstone. In this activity, you will SEDIMENTARY use a kind of clay called ce- ramic greenware. Clay is
Cementing basically mud, just like the Deposition sediments that make up Transportation many sedimentary rocks. Erosion The clay will be heated in a Weathering special oven called a kiln. After it is heated for a while, it will recrystallize into Heat bisque, a kind of pottery. Pressure The bisque will have a dif- METAMORPHIC ROCKS ferent texture and appear- ance than the original Heat greenware. This process is Melting IGNEOUS ROCKS Magma similar to sandstone chang- ing into quartzite.
Hanging Rock State Park, NC 3.4.4 April 2000 For A Change - Worksheet
Student’s name: Date: ______
Greenware characteristics: Bisque characteristics:
Is it brittle? _____ Is it brittle? _____
Does it break easily in your hands? ______Does it break easily in your hands? ______
Can you scratch it with a fingernail? _____ Can you scratch it with a fingernail? _____
Color: ______Color: ______
Other characteristics: ______Other characteristics:______
______
Sandstone characteristics: Quartzite characteristics:
Is it brittle? _____ Is it brittle? _____
Does it break easily in your hands? ______Does it break easily in your hands? ______
Can you scratch it with a fingernail? _____ Can you scratch it with a fingernail? _____
Color: ______Color: ______
Texture: ______Texture: ______
Other characteristics: ______Other characteristics:______
______
In a short paragraph, describe how firing clay in a kiln is similar to the process by which sandstone becomes quartzite, a metamorphic rock.
Hanging Rock State Park, NC 3.4.5 April 2000 For A Change - Answer Sheet
Student’s name: Date:______greenware characteristics: bisque characteristics:
Is it brittle? yes Is it brittle? no Does it break easily in your hands? yes Does it break easily in your hands? no Can you scratch it with a fingernail? yes Can you scratch it with a fingernail? no Color: gray Color: white
sandstone characteristics: quartzite characteristics:
Is it brittle? yes Is it brittle? no Does it break easily in your hands? yes Does it break easily in your hands? no Can you scratch it with a fingernail? yes Can you scratch it with a fingernail? no Color: depends on your sample Color: depends on your sample Texture: coarse, gritty Texture: smooth, fine-grained Other characteristics? Layers; dull luster Other characteristics? Layers; sugary luster
In a short paragraph, describe how firing clay in a kiln is similar to the process by which sandstone becomes quartzite, a metamorphic rock.
Dried clay and sandstone are both examples of sedimentary rock; they formed from sedi- ments under water. When clay is baked in a kiln, it recrystallizes and becomes much harder. When sandstone is placed under heat and/or intense pressure, the quartz crystals in the rock swell and interlock to create a much harder rock, called quartzite.
Hanging Rock State Park, NC 3.4.6 April 2000 Pre-Visit Activity #5 "Shake It, Baby, Shake It"
focused on the early geo- Major Concepts: Note: For pieces of quartzite ¥ Weathering and erosion and weathered quartzite, call logic history of the park. ¥ Mechanical and chemi- the park staff. As an option, This activity will emphasize cal weathering purchase small rock speci- how weathering and ero- mens of various types from sion have created the land- Learning Skills: school supply catalogs. ¥ Observing, inferring, scape we find in the park to- predicting Credits: Elementary Science day. This activity would be ¥ Summarizing new facts, Discovery Lessons - The especially helpful as an in- comparing information Earth Sciences, and Science troduction to the Geo-hike is Elementary, Museum Insti- to the Upper Cascades (On- Subject Areas: tute for Teaching Science. ¥ Science (See References section.) site Activity #2). In this on- ¥ English Language Arts site activity, students will ¥ Mathematics (See Modi- explore firsthand, how water fication.) in Cascade Creek erodes the * See Activity Summary Objectives: quartzite formations in the for a Correlation with ¥ Define weathering and DPI objectives in these park. subject areas. erosion. ¥ Give examples to show In this simple experiment, Location: Classroom how water can be an your students will simulate agent of both weathering how rocks are weathered Group Size: Class size of and erosion. and eroded by water. By 30; divide into six groups of five students per group ¥ Compare the effects of comparing the effects of abrasion on weathered abrasion on both weathered Estimated Time: 45 min- quartzite and quartzite in quartzite and quartzite, they utes a simulated stream envi- will find that quartzite is far ronment by listing obser- more resistant to erosion Appropriate Season: Any vations for each rock and than weathered quartzite. Materials: then writing a conclusion. They will discover that Provided by the educator: quartzite must undergo a Per student: One copy of Educator’s Information: great deal of weathering be- Student’s Information he previous activities in fore it can be eroded by wa- (optional), worksheet, and the Hanging Rock En- pencil T ter. See the Student’s Infor- Per group: Four small vironmental Education mation for a review of geo- pieces of weathered Learning Experience have logic history. quartzite, 4 small pieces of quartzite, quart-sized plastic jar with screw-type lid, water, paper, marker, worksheet
For the modification, you will also need a graduated cylinder for each group or another instrument to measure changes in mass. streamside
Hanging Rock State Park, NC 3.5.1 April 2000 ImportantStudent’s Note: Information:In the you make your predictions? other kinds of rocks if de- Sauratowns, all the rocks sired). are metamorphic. Schist, 2. Place one piece of weath- gneiss and metagraywacke ered quartzite on a sheet of 8. Each student should com- are examples of metamor- paper labelled “0.” This will pare the results for weath- phic rocks that are more serve as the control. Put the ered quartzite and quartzite susceptible to weathering three remaining pieces of by sketching rock fragments and erosion than quartzite. weathered quartzite in the on his or her worksheet. After millions of years of plastic jar. Fill the jar half weathering and erosion, the full of water, tighten the lid, Assessment: quartzite was left behind to and shake the container vig- Discuss the following form the ridge line of the orously 300 times. questions with your stu- Sauratown Mountains. As dents, or ask them to write an option, the teacher could 3. Remove one piece of their answers on paper. purchase small samples of weathered quartzite and various types of rocks for place it on a sheet of paper After completing the this activity. Alter the In- labelled “300.” worksheet comparing the structions to reflect the ac- changes in weathered tual rocks used. 4. Ask a different group quartzite and quartzite, Read the Modification in member to shake the con- which is more resistant to this activity and, if you de- tainer vigorously another weathering and erosion? cide to use it, add the appro- 300 times. Remove a piece Why? (Quartzite showed the priate cues to the Instruc- of weathered quartzite and least amount of change; it is tions below. place it on a sheet of paper a very hard rock; mineral labelled “600.” grains interlock. During Instructions: weathering, the boundaries Assemble the needed ma- 5. A third group member between the quartz grains terials. Discuss the should repeat the procedure, and other mineral grains in Student's Information with shaking another 300 times, the quartzite were gradually your students and assign removing the last piece and loosened. This process them to work groups. Ask putting it on a sheet of paper weakened the rock, making each student to fill out a labelled “900.” it more susceptible to ero- worksheet to record his/her sion by water.) observations. Guide the groups through the exercise: Predict what will happen to the weathered quartzite 1. Examine both weathered and quartzite after several quartzite and quartzite. thousand shakes. (Weath- (The weathered quartzite stream rock ered quartzite will break has been exposed to both down into smaller sand water and air at the earth's 6. Compare the rocks on the grains. Quartzite will not surface for a very long time. four sheets of paper. Ob- change very much.) It has a grainy texture simi- serve what is left in the jar lar to that of sandstone.) of water. How do rocks shaken in a Predict which rock will be jar compare to rocks from a more resistant to erosion. 7. Repeat steps 2-6 with stream? (Rocks carried in a What observations helped pieces of quartzite (and stream bang against each
Hanging Rock State Park, NC 3.5.2 April 2000 other like those shaken in a exposed to water and air at measured by using the water jar.) the earth’s surface for a long displacement method with a time before it can be eroded graduated cylinder. Fill the What is erosion? (Carry- away. This erosion-resistant cylinder part way with wa- ing away of rock fragments quartzite forms the peaks ter and take a reading. (This and soil) and ridges of Hanging Rock, is the “volume of water Cook’s Wall, Moore’s Knob, only.”) Drop in the rock Can rain cause erosion? and Pilot Mountain.) piece and take another read- Can streams? (Yes to both. ing. (This is the “volume of Rain carries away debris as Modification: water plus rock.”) Subtract it runs down hill. This ac- You can add math and the “volume of water only” tivity simulates what is hap- measurement practice to this from the “volume of water pening in the Dan River and activity by asking students plus rock” to find the vol- its tributaries, such as Cas- to find the volume of each ume of the rock. You can cade Creek.) rock piece. The volume of ask the students to graph each piece should be mea- their results or do further What is weathering? sured at the beginning of the calculations, such as finding (Breaking up of rocks) experiment, after 300 the percent change in vol- shakes, after 600 shakes, ume after 900 shakes, or de- How can water cause and finally at the end of the termining the mean, median weathering? (Water can experiment. Volume can be and mode of class data. weather rocks mechanically or chemically. Mechani- cally: Water can wear away rocks, or it can break rocks into pieces during freezing and thawing. Chemically: Water can react with miner- als in the rock to form new compounds. Over time, chemical changes can dis- solve the rock.)
What is left in the jar of water after shaking the weathered quartzite? (Quartz sand. Quartz is more resistant to weathering than other minerals that may be present in the rock.)
How does this activity help explain why the Sauratown Mountains look like they do today? (Erosion has removed the softer rocks to expose the more resistant quartzite. Quartzite must be rock overhang
Hanging Rock State Park, NC 3.5.3 April 2000 Student's Information
ou have already learned but is not chemically quartzite resembles its “par- Yhow geologists think changed. One way that wa- ent rock,” sandstone.) the rocks of Hanging Rock ter can mechanically break a Then, erosion occurs when State Park were formed. rock is through the freezing wind, water, ice and snow Remember that over 800 and thawing cycle. When carry these sediments million years ago, the origi- water invades cracks or away. nal rocks (sandstone) were pores in a rock and later deposited under water. freezes and expands, the In this activity, you will Later, most of these sedi- pressure may break off simulate mechanical weath- mentary rocks were deeply pieces of rock. This is ering and erosion by plac- buried and transformed by called ice wedging. ing rocks into a jar of water heat and pressure into and shaking it. This activ- quartzite, a metamorphic Quartzite is very resistant ity will help you determine rock. Next, uplift and to weathering. However, what kinds of rocks are movement of the earth’s over long periods of expo- more resistant to weather- crust created mountains, sure to water and air at the ing and erosion. You will which may have been as earth’s surface, the bound- discover how the weather- high as the Rocky Moun- aries between the interlock- ing process continues as tains are today. Finally, mil- ing mineral grains become rocks are moved around by lions of years of weathering loosened. The rock begins streams and rivers. Get and erosion wore down the to soften and crumble. (At ready to “shake it, baby, mountains to their current this point, the weathered shake it”! heights.
The forces of weathering and erosion are still at work in the Sauratown Moun- tains today. In the warm, humid climate of North Carolina, water is the most powerful agent of weather- ing and erosion. Water can weather rocks in two differ- stream rock with rounded ent ways: mechanically and edges due to abrasion chemically. First, weather- ing processes break down all kinds of rock into smaller pieces. In chemical weath- ering, minerals in the rock react with water or air to form new compounds. Over time, this process can dis- solve rocks. In mechanical freshly-broken rock showing weathering, the rock simply sharp edges breaks into smaller pieces,
Hanging Rock State Park, NC 3.5.4 April 2000 Shake It, Baby, Shake It - Worksheet
Name: ______Date ______
Weathered Quartzite results: (Draw results and write a short description for each rock.)
0 300
600 900
Quartzite results: (Draw results and write a short description for each rock.)
0 300
600 900
Which rock is more resistant to weathering and erosion? Why? ______
______
Hanging Rock State Park, NC 3.5.5 April 2000 Shake It, Baby, Shake it - Answer Sheet
Weathered Quartzite results: (Draw results and write a short description for each rock.)
Note: The function of sketching is to get students to observe each specimen more carefully.
0 coarse feeling edges are fine layers
300 rock appears smaller than the one at “0”
600 rock is smaller and edges are beginning to round off
900 rounded edges; layers still obvious; much smaller
Quartzite results: (Draw results and write a short description for each rock.)
0 smooth - not grainy; layers; appears broken at right angles
300 no change from piece at “0”
600 no change
900 no change
Which rock is more resistant to weathering and erosion? Why? Quartzite; it was not changed by this activity, while the pieces of weathered quartzite became smaller as the activ- ity progressed.
Hanging Rock State Park, NC 3.5.6 April 2000 On-Site Activity #1 "Erosion of a Mountain"
million years ago. At that Major Concepts: Special Considerations: ¥ Erosion Students should stay with time, geologists think the ¥ Change over geologic time their group leaders Ð away range was as least as high as from the water! Remind the Rocky Mountains are to- Learning Skills: students that the lake is day. In general, softer, more open for swimming only ¥ Observing, communicating, recent rocks were closer to formulating models from June 1 - Labor Day. ¥ Recording and comparing the surface, while older, metamorphosed rocks were information, drawing con- Objectives: clusions, expressing opin- at the core. Using a water- ¥ Participate in a group to ions & ideas ing can or hose, your stu- create a model represent- ¥ Measuring heights dents will simulate hundreds ing the Sauratown Moun- of millions of years of ero- Subject Areas: tains 300 to 400 million sion in only a few minutes. ¥ Science years ago, then simulate ¥ English Language Arts Throughout the demonstra- the effects of erosion by * See Activity Summary for tion, the students will stop at pouring water on the a Correlation with DPI ob- designated times to sketch jectives in these subject ar- model. the changes in the appear- eas. ¥ Record significant ance of the model and mea- changes in the model by Location: Park Lake - Beach sure heights. They will use measuring, writing notes their experiences with the Group Size: or sketching. (Also mea- model to explain the geo- Approximately 30 students, sure, in centimeters, the logic history of the divided into three groups highest point on the with an adult supervising Sauratowns. each group. model after each erosion event.) Note: No answer sheet has Estimated Time: 45 minutes ¥ Based on the experiences been prepared for the with the model, write a Appropriate Season: Any worksheet, as student mod- paragraph describing the els and simulated erosion Materials: geologic history of the techniques will vary consid- Provided by the educator: Sauratown Mountains, erably. Focus on the stu- Per class: (Optional) camera or beginning 350 million dents’ abilities to participate camcorder years ago and continuing in the model-making process Per student: Worksheet and 150 million years into the pencil as well as their abilities to Provided by the park: future. make careful observations Per group: Quartzite rocks and arrive at logical conclu- Educator’s Information: (large & medium sizes), sand sions based on observations. (on locationÐbeach), water, watering can (or hose), n this activity, your stu- shovel, meter stick Instructions: Idents will gain a sense of Before coming to the Credits: how landforms change over park, the teacher may wish Elementary Science Discov- geologic time by construct- to use the Student’s Infor- ery Lessons - The Earth ing a model representing Sciences. (See References.) mation from Pre-visit Activ- the Sauratown Mountains ity #5 to familiarize the approximately 300 to 400 students with the terms,
Hanging Rock State Park, NC 4.1.1 April 2000 weathering and erosion. were harder, highly meta- also predict how they might morphosed rocks. look millions of years in the 1. Divide the class into three future. groups and ask them to sit Keeping this in mind, along the stone divider or on build your model of the 3. Pass out the worksheets the timbers at Park Lake. Sauratowns by using the and pencils. Students quartzite rock pieces to form should work on their models 2. Prepare the students for the core of your mountain in the areas designated by this activity by describing range. Don’t forget about the park staff. If group ma- the process of making a geo- layering; you want your terials are not already in logic model of the model to be as realistic as place at the designated sites, Sauratowns. Here’s a possible. Then cover the have students carry the sample script: quartzite with lots of sand to equipment for their group to represent the softer rocks their site. Sometimes, geologists near the surface. Hint: If use models to help them un- you have ever seen the 4. Once each group has fin- derstand the geologic pro- Rocky Mountains, or other ished its model, the students cesses that shape the land- recently formed mountains, should individually make a scape over long periods of you know they have sharp sketch in the space marked time. You will be working peaks and do not look as “Beginning” on their in your groups to construct a rounded as older mountains. worksheets. One or two model representing the Remember to work together group members should use Sauratown Mountains 300 to as a group to make your the meter stick to measure, 400 million years ago. At model; be sure to ask every- in centimeters, the highest that time, geologists think one for ideas. point on their model. Stu- the mountains were much dents should record this on Once you have completed the worksheets under “Be- your model, group members ginning.” should take turns simulating water erosion by pouring 5. Have one or two students water on the model with a in each group create “rain” watering can or hose. Your on the mountain by using adult leader will ask you to the watering can or hose. stop at various times in the The adult leader should stop demonstration to take notes them when they have ex- on your worksheet. You will posed less than 20% of the also be asked to measure the quartzite rock pieces in their height, in centimeters, of the model. Students will now highest peak in your moun- sketch the result under Stop tain range. Take turns so 1 on their worksheets. They that everyone in the group will also measure the high- higher Ð perhaps higher than gets to do something. Later, est point on their model and the Rocky Mountains are to- you will use your experi- record it under Stop 1. day. In general, the rocks ences with the model to try closer to the surface of these to explain why the 6. Different group mountains were softer, more Sauratown Mountains look member(s) should continue recent rocks. The rocks in as they do today. You will the erosion process by pour- the core of the mountains ing more water on the
Hanging Rock State Park, NC 4.1.2 Apri l 2000 model. The adult leader sion, or students can write small rock particles in the should stop them when their answers on paper. soil at various locations about 50-75% of the quartz- within the park. Most of the ite has been exposed. Stu- ¥ What does moving water rock pieces and sediments dents should draw the result do to mountains? (Erodes have long ago washed away under Stop 2 on their softer rocks) into the Dan River and its worksheets. They should tributaries. Some sediments compare the model at this ¥ How did the peaks and may have travelled to the stage with Moore’s Knob, ledges at Hanging Rock Atlantic Ocean by now!) which is located just across State Park form over time? the lake from this activity (Water eroded away the ¥ What happened to the location. Finally they softer rocks, leaving the quartzite in your model? should measure the highest more resistant quartzite be- (No change) point on their model and hind.) record it under Stop 2. ¥ In nature, quartzite is very ¥ What do you think hap- slowly worn away by weath- 7. Again, have different pened to the softer rocks that ering and erosion. Since group member(s) pour water were here over 300 million running water doesn’t seem on their group’s model. years ago? Where did they to affect quartzite very Stop them when they have go? (You can see sand and much, what other agents of eroded away most of the sand and exposed most of the quartzite. They will make their final sketch un- der Stop 3 and take a final height measurement.
8. The teacher may wish to collect the student worksheets at this point. When students return to the classroom, they can write their paragraphs on the geo- logic history of the Sauratowns. Students should assist the teacher and park staff to clean up the ac- tivity site before leaving the park. Assessment: Review student work- sheets for completeness and accuracy of observations. Then, ask your students the questions below. This may be done as a class discus-
Hanging Rock State Park, NC 4.1.3 April 2000 weathering might be able to ¥ Predict what will eventu- camera or camcorder, a pho- break down this rock? ally happen to these moun- tographic or video record (Water freezing in cracks in tains. (Accept a variety of can be made and used when the rocks and expanding, answers. Erosion will con- the class returns to school. tree roots, people, wind- tinue and the mountains will blown sand) become smaller. However, Extension: at some point in the future, Have students correlate ¥ Today, the highest point in tectonic plate activity may their geologic stories with the Sauratown Range is cause mountain building to the information on geologic Moore’s Knob at approxi- begin again. Refer to the eras and periods they mately 2,570 feet learned in Pre-visit above sea level. If Activity #1 in this erosion has made it EELE. For ex- this size today, how ample, they could tall might it have write the era and been when it was period names on first uplifted? Hint: their worksheet for Some geologists Beginning, Stop 1, speculate it may and Stop 2. have been five times (Answers: Begin- its present size about ning = Paleozoic 350 million years era and Devonian or ago. (Answer: Mississipian period; 12,850 feet) Stop 1 = Mesozoic era and Jurassic pe- ¥ Compare your riod; Stop 2 = model to the “real Cenozoic era and thing.” What was the Quaternary period) height of your model Then, they could re- at the beginning and write their para- at Stop 2, present graphs on page two time? Does this of the worksheet to represent a five-fold include information decrease in height? about the plants and Do you think your animals of these pe- model of the Sauratowns is Rock Cycle Diagram on riods. If your class created accurate? (Answers will page 3.1.3 of this EELE.) the timeline suggested in vary depending on group Pre-visit Activity #1, they models. Most likely, the Modification: could add sketches of how models are not very accu- If time does not allow stu- the Sauratowns may have rate, but only crudely repre- dents to sketch and measure looked during the Devonian sent erosional events. You group models, one class and Jurassic periods and in- can discuss how scientists model can be made quickly. clude a recent photograph of develop models that are The teacher can narrate the the Sauratowns for the Qua- more accurate in order to geologic story while stu- ternary period. predict events with a fair dents act as “rainmakers.” amount of accuracy.) If the teacher has access to a
Hanging Rock State Park, NC 4.1.4 Apri l 2000 Mountain Erosion - Worksheet
Name: ______Date: ______
Draw changes observed during the activity. Label (or shade in) the rocks and use arrows to show directions in which sand was carried away. Also, measure the highest point on your model and record in the appropriate spaces on the worksheet.
Beginning - Represents how the Sauratown Mountains looked 350 million years ago.
Height in cm ______
Sketch:
Stop 1 - About 150 to 200 million years ago, erosion became the dominant force and began to reshape the land. (Mountain-building period is over.)
Height in cm ______
Sketch:
Stop 2 - Represents present time. Height in cm ______. Draw sketch below:
Hanging Rock State Park, NC 4.1.5 April 2000 Mountain Erosion - Worksheet Page 2
Compare your model at Stop 2 to Moore’s Knob, the peak you can see across the lake.
Similar:______
Different: ______
Stop 3 - Represents how the mountains may look another 150 million years in the future.
Height in cm: _____
Sketch:
In a short paragraph, write the geologic story of the Sauratown Mountains beginning 350 mil- lion years ago and continuing about 150 million years into the future.
Hanging Rock State Park, NC 4.1.6 Apri l 2000 On-Site Activity #2 "A Geo-hike"
Major Concepts: Objectives: Option A is an easy hike ¥ Sauratown geology ¥ Identify one mineral and to the Upper Cascades (0.6 ¥ Erosion one rock found in the mile round trip) on an acces- ¥ Weathering park. sible trail. This option is the Learning Skills: ¥ Gain an appreciation for better one for school groups. ¥ Observing, classifying, infer- the geologic formations On this hike you will be able ring, communicating in Hanging Rock State to observe: ¥ Taking notes and developing ¥ water erosion conclusions Park. ¥ Present at least one ¥fractures or joints in the Subject Areas: theory that explains how quartzite ¥ Science the geologic formations ¥ tilted rock layers ¥ English Language Arts found in the park may ¥ Social Studies have formed. ¥ metamorphic layering *See Activity Summary for (foliation) in rocks. Correlation with DPI objec- Educator’s Information: tives in these subject areas. his activity is a hike to Option B is a challenging Location: T observe some of the hike to the base of Hanging Option A - park’s geologic features. Upper Cascade Trail Rock (two miles round trip) Option B - On-site Activity #1 and over steep, uneven terrain. Hanging Rock Trail Pre-visit Activities #2 and This hike is NOT recom- #5 in this EELE are recom- mended for persons who Group Size: mended prerequisites to Approximately 30 students have difficulty walking. with a teacher, plus at least your hike. Option B might be used by three adult assistants. groups that would like more detailed study of rock for- Estimated Time: mations and a more rigorous Option A - 30 minutes to 1 hour physical experience. On this Option B - hike you will be able to see: 2-3 hours ¥ how the effects of weath- Appropriate Season: Any, ering and erosion shaped except winter months the current landscape ¥ rocks which were folded Materials: Provided by the educator: and fractured Per student: Student's Infor- ¥ cross-bedding in meta- mation, park map (pg. 4.2.4), morphosed sedimentary note paper and pencil rock. Special Considerations: Please read the information in the Introduction to Hanging Rock State Park on "Before You Make the Trip" and "While at the Park."
Hanging Rock State Park, NC 4.2.1 April 2000 Student’s Information:
Option A: mineral, not a rock. Super- wedging can be very effec- The gorge at the Upper heated water containing silica tive at breaking even this Cascades was created by mil- was pushed into the cracks in hard rock. When water gets lions of years of erosion. the quartzite during mountain into cracks and joints, then Here, water has eroded the building. As the water freezes and expands, it cre- rock along major fractures or cooled, the silica precipitated ates enough force to push joints. When the quartzite out and solidified, filling the rocks apart. The daily breaks off, it breaks along cracks. freeze-thaw cycle that oc- these fractures into smooth- curs in winter and early sided blocks. Option B: spring slowly but surely weathers these rocks. Originally, the layers of During the geologic time At the base of Hanging rock were lying horizontally period that witnessed the Rock, you can see the origi- like a stack of papers. How- movement and collision of nal layering of the now ever, as the earth’s crust the land masses, this entire metamorphosed sandstone slowly moved, the layers region was pushed up. Rock (quartzite). Look carefully were gradually folded and layers were folded, bent and to observe cross-bedding, bent. At the time of the fractured, and large slices of where minor layers lie at an crustal movement, the layers rock were shoved over one angle to the main layers. were under about 8 1/2 miles another. In many places, this This is evidence that the par- of rock, and therefore under process resulted in older ent rock formed in an ocean considerable pressure! At the rocks being pushed up and near the shore, where chang- increased temperatures and over younger rocks. Hanging ing wind or water currents pressures deep in the earth, Rock has a complex and fas- rearranged the original the rocks behaved plastically, cinating geologic history, sandy sediments. something like taffy candy. which geologists are still try- When put under intense ing to unravel! pressure, some minerals in The knife-edge ridge you rocks will line up in bands or walk along to get to Hanging layers. This is called folia- Rock is an interesting geo- tion. You can see this meta- logic feature. In the past, this morphic layering, or foliation, ridge was a continuation of in the quartzite at the Upper the Hanging Rock ridge and Cascades. Geologists think was capped with the same these layers may be parallel durable quartzite that forms to the original bedding of the Hanging Rock itself. This parent rock, sandstone. To- ridge is a preview of what the day these layers of quartzite Hanging Rock ridge will look are sloping or dipping gently like in the distant future as to the southeast. erosion takes its toll. Another item of interest at Although quartzite is more the Upper Cascades is the resistant to weathering and presence of quartz veins and erosion than other types of pods between the layers in the rock, it is not immune. A quartzite. Quartz (silica) is a type of weathering called ice
Hanging Rock State Park, NC 4.2.2 April 2000 Instructions: cuss how the cascades were and to note any layering, formed. Emphasize how the fractures or tilt in the rock Option A: rocks were laid down, the formations. Students should 1. Discuss with the students uplifting process, and then make simples notes or basic trail safety informa- the erosive force of water sketches to record their ob- tion. (See page 1.4.) Re- and its effects on the rocks. servations. mind the students that the 5. Have the students search 3. Before you reach the base purpose of the state parks for quartz veins in the of Hanging Rock, you will system is to preserve and quartzite and look for any walk along a knife-edge protect our natural re- layering or foliation. See if ridge. Have the students sources. Explain to the stu- they can find fractures per- compare the differences in dents that they should not pendicular to these layers height between the top of pick, injure or destroy and observe how straight Hanging Rock and the ridge any plants or animals. and smooth the fractures are. you are standing on. Con- Rocks should not be re- Have the students also look tinue the hike to the base of moved from the park, but at fallen rocks. Encourage Hanging Rock, stopping for should be returned to the them to speculate on why brief discussions where evi- area from which they are the rocks fell and why the dence of weathering and collected. rocks are shaped as they are. erosion of rock formations 2. Before you leave on the are noticed by the students. Option B: hike give an overview of the 4. Once at the base, ask stu- background information and 1. Discuss with the students dents to observe fallen rocks review the rock cycle (Pre- basic trail safety informa- for evidence of layering. Visit Activity #1). Encour- tion. (See page 1.4.) Re- Remind the students that age the students to use their mind the students that the quartzite is metamorphosed observation skills to deter- purpose of the state parks sandstone, but still shows mine how the gorge was system is to preserve and the layering of the quartz- formed and note any layer- protect our natural re- rich sediments as they were ing, fractures or tilt in the sources. Explain to the stu- laid down by water. With rock formations. Students dents that they should not careful observation, you should record their observa- pick, injure or destroy any may be able to see cross- tions by making simple plants or animals. Rocks bedding at this location. notes or sketches. should not be removed from the park, but should be re- 5. As you continue the hike 3. Lead the hike to the Up- turned to the area from to the top of Hanging Rock, per Cascades. (You may which they are collected. remind the students that want to stop at the "rock when this region was up- garden" along the way.) 2. Before you leave on the lifted, the older quartzite hike, give an overview of 4. Once there, be sure to dis- rock was pushed up and the background information over softer, younger rocks. and review the rock cycle quartz In this geologic process, the (Pre-Visit Activity #1). En- quartzite was tilted, folded courage the students to use and later, fractured. Have their observation skills to the students search for evi- note the erosion which has dence of these folds and occurred along the ridge, fractures, and see if any of giving it a distinctive shape, the rocks appear to have
Hanging Rock State Park, NC 4.2.3 April 2000 broken along these fractures, importance of ice wedging tions, but they do not have showing a straight and (freeze-thaw cycle) in the to agree with the ideas pre- smooth surface. Discuss weathering of quartzite. sented in the Student's Infor- with them that fractures are mation. Each group should Assessment: weak spots, and with the create at least one audiovi- processes of weathering and 1. Back in the classroom, sual to illustrate their theory. erosion constantly working ask students to work in on them, the quartzite will groups to present a theory 2. Ask students to define or eventually break along these that explains how the geo- explain the following terms: weak lines. Ask students to logical formations they ob- quartz, quartzite, fracture or look for any evidence that served in the park may have joint, foliation, erosion, weathering and erosion have formed. Their theories cross-bedding, and ice occurred. Emphasize the should be based on observa- wedging. trail map (section of park map)
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Major Concepts: Group size: Objectives: ¥ Geologic processes 30 students Ð may want to ¥ Describe at least one part ¥ Sauratown Mountains work in small groups of the rock cycle. ¥ Explain how weathering Learning Skills: Estimated Time: Variable and erosion affect geo- ¥ Observing, communicating ¥ Creating a group product of Appropriate Season: Any logic formations. the field trip ¥ Describe one or more Materials: geologic concepts, using Subject Areas: Provided by the educator: text and art materials. ¥ Science Construction paper, mark- ¥ English Language Arts ers or crayons of various * See the Activity Summary colors, stapler and staples, for a Correlation with DPI glue, tape, scissors, bulletin Educator’s Information: objectives in these subject board, any other art mate- his activity reinforces areas. rial that the students choose Tthe vocabulary and con- to use (perhaps clay, or pa- cepts learned in the previous Location: School per mache?) activities.
Instructions: 1. As a class, plan the bulle- tin board. Be sure to cover one or more of the following concepts: rock cycle, rock formation, weathering, ero- sion and geologic time. Also be sure to relate this to the park and to the students’ ex- periences. Sketch it. 2. Construct. (Students may want to work in small groups and do different parts of the display.) 3. Label various points, i.e., rocks, layers, ages, etc. Arrows could be used to point out “this formed from this” to demonstrate a rock cycle. 4. Display the bulletin board where other students can see it and learn from it.
Hanging Rock State Park, NC 5.1.1 April 2000 Post-Visit Activity #2 "Geo Talk"
Major Concepts: Objectives: lives, and environmental is- ¥ Geology ¥ Match geology vocabu- sues that may be associated ¥ Earth resources lary words with their with them. correct definitions. Learning Skills: ¥ Collect and organize Instructions: ¥ Observing, communicating ¥ Identifying key words; information on a speci- Part 1 - collecting and organizing fic rock or mineral. Vocabulary Review new information Include information on ¥ Acquiring information location of major 1. Give each student a copy from primary and second- sources, how it is of the Word Search and in- ary sources mined, how people struct them to fill in the Subject Areas: use it, its economic im- blanks with the appropriate ¥ Science portance, and environ- word suggested by each ¥ English Language Arts mental issues related to definition or example. You ¥ Social Studies its extraction and use. can list the words on the * See the Activity Sum- mary for a Correlation chalkboard, or use the Word with DPI objectives in Educator’s Information: Search in combination with these subject areas. n this activity, students the Word Puzzle. Iwill review some of the Location: Classroom new vocabulary they 2. Create cards of vocabu- learned as a result of com- Group Size: Approximately lary terms for a game of 30 students plus teacher pleting the other activities in "Password." A student calls the Hanging Rock Environ- out words related to a given Estimated Time: 30 minutes mental Education Learning term in order to get his/her for part 1; 45 minutes or Experience. They will also longer for part 2 team members to say the do research to learn more correct term within 30 sec- Appropriate Season: Any about the importance of onds. For example, if the earth resources in our daily vocabulary term is sedi- Materials: mentary rock, the player Provided by the educator: Per student: Word Search and/ might call out the words: or Word Puzzle, pencil layers, water, fossils or Per class: (Optional) map of country or world, library resources to assist with reports
Hanging Rock State Park, NC 5.2.1 April 2000 sandstone. He could not use ¥ Environmental issues country, a region, or the a word that is contained surrounding their resource world (depending on your within the vocabulary term, (mining issues, limited geographical focus for this such as sediment or rock. quantities, transportation activity). They should try to issues, pollution that may pinpoint the specific loca- Assessment: result from processing the tion of a major source of Use the Word Search as a material, etc.) their rock or mineral. quiz after playing the vo- ¥ Any information on the ¥ Make a class list of the cabulary games, or create economic importance of environmental issues your own matching test their earth resource (for ex- surrounding the earth based on the Word Search. ample, is it a major export resources. Discuss how for the countries they are individuals or countries can Instructions: studying in Social Studies?) be better stewards of earth Part 2 - resources. Rocks and Minerals in 3. Students should organize ¥ Ask students to think Your Daily Life their information so that it about their specific earth re- can be shared with others. 1. In this activity, students source. Decide if they, or Pictures, sketches or photo- will do research on a spe- the country they are study- graphs would add to their cific rock or mineral. The ing, could get along without reports. teacher may wish to assign a this resource. Why is this resource important? What different rock or mineral to Assessment: each student or have stu- hardships might result if this ¥ Check student reports for dents work together in resource were no longer completeness. If time per- teams. If desired, this could available? Are there substi- mits, ask students or teams be correlated with the Social tutes for this resource? to give brief reports to the Studies unit in each grade class about their resource. Extensions: level. For example, students ¥ Bulletin board activity: If you prefer to concen- could be assigned rocks and Ask students to use pieces trate on North Carolina minerals from North of yarn to connect an illus- rocks and minerals, see the America, Europe, or Africa. tration of their resource to a activities in the Mineral and 2. Instruct students to collect map of North Carolina, a Rock Kit Guide by Mary information on their rock or Watson of the N.C. Geologi- mineral. They can do a web cal Survey. Refer to the search, use printed resources References section for more from the media center, or resources from the Survey contact a geologist or min- that illustrate the importance ing company. As a mini- of earth resources in our mum requirement, they daily lives. should collect the following: ¥ Location of major sources of their earth resource (use map, if possible) ¥ How people extract this resource from the earth ¥ How people use this resource
Hanging Rock State Park, NC 5.2.2 April 2000 WORD SEARCH Name______
1. Substance made up of one or more minerals ______
2. Rock that forms the ledges, peaks, and ridges of the Sauratown Mountains ______
3. Sedimentary rock composed primarily of quartz grains ______
4. Naturally-occurring substance with its own crystal shape ______
5. Rock type formed when heat and pressure change or recrystallize a rock ______
6. Term used when water carries away rock debris ______
7. Rock type formed when sand, clay or other materials are deposited in layers under water ______
8. The geologic process that breaks down rocks into smaller pieces ______
9. Name of mountain range that includes Hanging Rock, Moore’s Knob, and Cook’s Wall ______
10. One of the most common minerals (You can see veins of this throughout the park.) ______
11. Scale used to describe the earth’s history; includes eras and periods ______
12. Describes how rocks are repeatedly made and destroyed ______
13. Rock type formed when molten (liquid) rock cools and hardens ______
14. The remains of prehistoric life, or some other evidence of once-living organisms ______
15. The name geologists give to a section of the earth’s crust that arches upward ______
Hanging Rock State Park, NC 5.2.3 April 2000 WORD SEARCH - Answer Sheet
1. Substance made up of one or more minerals r o c k
2. Rock that forms the ledges, peaks, and ridges of the Sauratown Mountains q u a r t z i t e
3. Sedimentary rock composed primarily of quartz grains s a n d s t o n e
4. Naturally-occurring substance with its own crystal shape m i n e r a l
5. Rock type formed when heat and pressure change or recrystallize a rock m e t a m o r p h i c
6. Term used when water carries away rock debris e r o s i o n
7. Rock type formed when sand, clay or other materials are deposited in layers under water s e d i m e n t a r y
8. The geologic process that breaks down rocks into smaller pieces w e a t h e r i n g
9. Name of mountain range that includes Hanging Rock, Moore’s Knob, and Cook’s Wall S a u r a t o w n
10. One of the most common minerals (You can see veins of this in the park.) q u a r t z
11. Scale used to describe the earth’s history; includes eras and periods g e o l o g i c t i m e
12. Describes how rocks are repeatedly made and destroyed r o c k c y c l e
13. Rock type formed when molten (liquid) rock cools and hardens i g n e o u s
14. The remains of prehistoric life, or some other evidence of once-living organisms f o s s i l
15. The name geologists give to a section of the earth’s crust that arches upward a n t i c l i n o r i u m
Hanging Rock State Park, NC 5.2.4 April 2000 WORD PUZZLE Name______
ANTICLINORIUM METAMORPHIC ROCK CYCLE
EROSION MINERAL SANDSTONE
FOSSIL QUARTZ SAURATOWN GEOLOGIC TIME QUARTZITE SEDIMENTARY
IGNEOUS ROCK WEATHERING
Hanging Rock State Park, NC 5.2.5 April 2000 WORD PUZZLE - Answer Key
ANTICLINORIUM METAMORPHIC ROCK CYCLE
EROSION MINERAL SANDSTONE FOSSIL QUARTZ SAURATOWN
GEOLOGIC TIME QUARTZITE SEDIMENTARY
IGNEOUS ROCK WEATHERING
Hanging Rock State Park, NC 5.2.6 April 2000 Post-Visit Activity #3 "Do You Mine?"
Objectives: issue presented in this activ- Major Concepts: ¥ Mining ¥ Write an essay supporting ity roughly parallels the pro- ¥ Environmental issues or opposing a proposed cess followed in North ¥ Conservation of natural mining operation near a Carolina. The North Caro- resources state park. Provide at lina Department of Environ- least three logical reasons ment and Natural Resources Learning Skills: to support the position. (DENR) receives and re- ¥ Predicting, communicating views applications from in- ¥ Participating effectively in ¥ Listen critically to oral groups, problem solving presentations and write dividuals and companies ¥ Using language for per- notes of key points. that would like to conduct sonal response ¥ Demonstrate a willing- mining activities here. (The ¥ Evaluating the accuracy ness to acknowledge actual agency within DENR and value of information and ideas other points of view and that is responsible for this work toward a group so- review is the Land Quality Subject Areas: lution to a natural re- Section of the Division of ¥ Science source issue. Land Resources.) The ap- ¥ English Language Arts plicant must notify adjacent ¥ Social Studies Educator’s Information: landowners, local govern- * See Activity Summary for ment officials, and other in- a Correlation with DPI ob- jectives in these subject n this activity, students terested parties that he/she areas. Iwill explore many view- has filed a mining permit points surrounding mining application with DENR. All Location: Classroom adjacent to a state park. A parties have 30 days to pre- realistic scenario is provided pare written comments and Group Size: 30 students that centers on an imaginary request a public hearing in state park in a fictitious the application. Estimated Time: 90 minutes county. Each student Depending on public in- (two 45-minute periods over a should choose, terest in the proposed two or three day period would be preferable) or be assigned project and the a viewpoint to potential envi- Appropriate Season: Any represent. The ronmental im- purpose of pacts, DENR Materials: this activity may schedule Provided by educator: is to help and conduct a Per student: One copy of students be- public hearing. Student’s Information with come aware At the hearing, maps, and a Possible Argu- ments page that either sup- of environmental issues re- private citizens and groups ports or opposes the mining lated to earth resources, ap- may present their views and project (pp 5.3.6 - 5.3.7) preciate different points of learn more about the pro- Per class: Additional resources view, and develop skills in posed mining project. on mining Ð Call N.C. Land DENR staff evaluates the Quality Section at (919) problem solving. 733-4574. The process for citizen technical issues concerning participation in the mining the project as well as the
Hanging Rock State Park, NC 5.3.1 April 2000 public comments provided, read their essays or letters to Modification: then makes a recommenda- the class. The students Do this activity as a simu- tion to the Director of should make notes of the lated public hearing where DENR’s Division of Land key points presented. Then, student teams are assigned Resources. The Director ul- as a class or in small groups, interest groups to represent timately makes the final de- brainstorm solutions to the at the hearing. Each team cision on the application. If problem; the goal should be could orally present its posi- mining is allowed, the com- to list as many solutions as tion to a group of students pany is given a permit that possible. Next, have stu- role playing the State Min- details the procedures and dents suggest criteria that ing Board. After listening to precautions it must follow to could be used to evaluate the all the interest groups, the minimize environmental im- solutions. Finally, use the State Mining Board should pacts from the project. criteria to rank the solutions. make a recommendation, If this is done in small explaining their reasons to Instructions: groups, ask each group to the class. 1. Give each student a copy report on its top-ranked so- of the Student's Information lution. Discuss ways that Extension: and discuss the proposed environmental issues are re- Have students do research mining project near Rocky solved in a democratic on a real environmental is- Cliffs State Park. List pros society. sue in their state or county. and cons of the mining Identify all the interest project on the chalkboard or Assessment: groups and their positions. overhead. Also, list all pos- Have each student write a Who made the final decision sible stakeholders in this second essay representing a on how the issue was to be issue. different viewpoint. For ex- resolved? What agency or ample, if the student’s first group of people carried out 2. Divide the class in half; essay was opposed to the the solution? What was the give one half the opposing mining project, her second outcome? viewpoints and the other, the essay should be in support supporting viewpoints. As- of the project. sign, or ask them to choose a viewpoint from their sheet and write an essay explain- ing this position. This could also be done in the form of a letter to the State Mining Board. Each student should have at least three key points to back up their argument. If desired, give students time to research their viewpoint, their interest group, or more about mining operations in general.
3. Ask several students on each side of the debate to
Hanging Rock State Park, NC 5.3.2 April 2000 Student's Information "Do You Mine?"
ocky Cliffs State Park Rconsists of 600 acres in the heart of the Sentinel Mountains. The Sentinel Mountains are an ancient mountain range with beauti- ful rock formations and wa- terfalls. Located in Quartz 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 ongoing research study by a local university.
To ensure that the entire A local mining company to use local stone in the con- ridge line of the Sentinel owns this 600-acre parcel struction of their luxury Mountains is preserved, the and would like to mine the homes. State Parks Department quartzite for use as building would like to add another stone. This company has The State Mining Board 600 acres of land adjacent to applied for a permit from has set up a hearing to listen the existing Rocky Cliffs the State Mining Board to to all sides of the issue. State Park. Park visitation proceed with their mining They will decide whether and demands for recre- operation. The mining com- the mining company should ational services have in- pany estimates it will take be allowed to mine so close creased greatly over the past them 40-50 years to remove to a state park. If they allow ten years. To meet these all the stone. They have the mining activity, they will demands, the State Parks found a potential market for outline, in a permit, what Department would like to their stone. A real estate de- types of mining activities put a family campground at velopment company has are allowed or not allowed. the base of the ridge line on purchased a large area of If they decide against the this proposed addition to the land near Rocky Cliffs State mining activity, they may park. The Department also Park with the intention of help determine a fair price has plans to connect the ex- building expensive luxury for the land Ð if the State isting trail system with this homes. Famous for design- Legislature should agree to campground, to add a moun- ing houses that blend into purchase the 600 acres and tain bike trail, and provide the countryside, this devel- increase the size of Rocky for horseback riding. opment company would like Cliffs State Park.
Hanging Rock State Park, NC 5.3.3 April 2000 Student's Information Park Map
Map Provided by Martin Marietta Aggregates, Raleigh, NC
Hanging Rock State Park, NC 5.3.4 April 2000 Student's Information Quarry Map
Map provided by Martin Marietta Aggregates, Raleigh, NC
Hanging Rock State Park, NC 5.3.5 April 2000 Possible Arguments Real Estate Development of the jobs would be tempo- for Supporting the Company rary Ð just during mining Mining Project You are eager to work and construction. However, with the local mining com- if more schools and a library Local Mining Company pany and local stone masons were built with the tax If you are allowed to in the construction of a new money, then there would be mine the quartzite in Quartz housing development in more jobs for teachers, li- County, you could hire more Quartz County. Using local brarians and others. All the employees and thus lower materials in home construc- new development would unemployment in the tion will increase your prof- mean more money in prop- county. Also, the more its and lower housing costs Ð erty taxes. You are a little money your company because the cost of trans- worried about the project’s makes, the more taxes they porting materials to the effect on the state park. pay. This would surely help building site will be re- Some of the income in the the local economy. You will duced. Furthermore, you county comes from tourists take every reasonable mea- think it is possible to mini- visiting the park. A mining sure to protect the environ- mize the impacts of mining operation near a state park ment, as required by law. and development. In your might discourage tourists. However, there would be opinion, the loss of a few Some local businesses some effects. You will have species of plants or animals might suffer. to blast the rock, cut it into is a small price to pay for smaller blocks, and transport progress. Since you use the Local Association of it with heavy equipment. most advanced energy con- Stone Masons You plan to leave a 100-foot servation techniques in the You support this project buffer area around the min- design of your houses, your because it will mean more ing pit and provide a sight development will help the work for you. You are and sound barrier as well. environment in the long run. happy to hear that stone is You have read the park’s Finally, the taxes on the sale becoming popular in the master plan. You know that of your homes will bring construction of new homes. the state would like to add at enough money into the The quality of the local least another 600 acres to county to build a new library stone is excellent and you double the size of the park. and modern schools, which would prefer to work with You wonder...how much are very much needed in this it. However, you are will- more land in Quartz County rural area. ing to work with any kind of is the state going to take out stone. You worry that if the of the tax base and make off Chamber of Commerce local mining project is not limits to your mining com- You support this project, allowed, it may be too ex- pany? You would be willing with some reservations. pensive for the real estate to sell your land to the state Your mission is to bring company to transport stone very cheaply after you re- business and industry to from other parts of the move the building stone in Quartz County to create new United States. The real es- about 40 years. At that time, jobs and provide the county tate company may decide you will do your best to re- with extra tax money. This against using stone in the store the area so that it can project sounds as if it could construction of the new be used as a campground, create new jobs and help homes. This would be a se- community ball field, or your rural economy to grow. rious economic loss to the other recreation area. You are concerned that some local stone masons.
Hanging Rock State Park, NC 5.3.6 April 2000 Possible Arguments rock climbers, hikers, bird the mining operation is for Opposing the watchers and campers. You over, you are concerned that Mining Project would like to see more land the abandoned quarry will officially become part of the become a dangerous place. State Parks Department state park. You are also in You want to know what Your mission is to protect favor of the proposed camp- kind of land reclamation the and preserve the natural en- ground as it would provide a mining company plans to do vironment, and provide rec- central location for camp- after mining is over. You reational opportunities to the ing. This would protect the are also unhappy about hav- public. Park visitors often wilderness by reducing the ing lots of new neighbors. request camping facilities. impact of many smaller You moved to Quartz The proposed addition to campsites or picnic areas County to get away from Rocky Cliffs State Park spread over the whole park. crowds and traffic. You would be an excellent place The park is one of the few hope that if the mining for a family campground. undeveloped places in the project is not allowed, the This area is home to several area where people can go to real estate company will rare and endangered plant “get away from it all” and drop its plans to build new species. A mining operation enjoy a truly wilderness ex- homes in the area. You’d would destroy plant commu- perience. A mining opera- much rather see the land be- nities and valuable wildlife tion would destroy the come part of a state park. habitat. Trees would be re- breathtaking scenic views as moved, the ground would be well as the beautiful and Local Ecotourism bulldozed, and the resulting rare plant communities. If Businesses erosion and sedimentation not properly controlled, the You own one of the small might damage water quality erosion and sedimentation businesses that cater to tour- in the pond, if not properly resulting from the mining ists who come to the state controlled. You are also operation could damage wa- park to go fishing, hiking, concerned about visitor ter quality and kill fish. camping, rock climbing, safety in and around a min- Also, the noise from the mountain biking, and horse- ing operation. Ensuring that trucks and the blasting is of- back riding. Area busi- park visitors do not wander fensive to those people who nesses include restaurants, off the park and into the pro- come to the area for peace gas stations, and sporting posed mining area would and quiet. Preserving the goods stores that sell or rent add to the park rangers' du- environment is more impor- outdoor recreational equip- ties. Also, what happens tant than increasing tax rev- ment to the tourists. You when the mining operation enues. are opposed to the mining ends? Old rock quarries fill operation as you feel it up with water and can be Local Residents would negatively impact dangerous places. In your You are a group of Quartz your business by scaring opinion, after mining, this County residents who live away the tourists. You be- area would not be a safe near the proposed mining lieve that the proposed fam- place for a campground. operation. You believe this ily campground would in- operation will lower your crease your business by pro- A Hiking or Wilderness property values. You do not viding more recreational op- Club want to hear blasting or to portunities. You are in fa- You are a large group of have heavy truck traffic in vor of anything that would citizens including anglers, your neighborhood. When increase park visitation.
Hanging Rock State Park, NC 5.3.7 April 2000 VOCABULARY
Anticline - a type of fold in which rock Extrusive - see Igneous. units slope downward in opposite directions from a central axis, like the roof of a house. Fault - a break in the earth's crust along The oldest rocks are in the core of the fold. which movement has occurred.
Anticlinorium - an area where rocks units Fold - a bend in a rock layer caused by are arched upwards. compression.
Abrasion - the process of wearing down, or Foliation - the roughly parallel layers of rubbing away. minerals found in some metamorphic rocks.
Chemical weathering - see Weathering. Fossil - the remains of prehistoric life, or some other direct evidence of once-living Cleavage - the tendancy of a mineral to organisms. break along well-defined planes of weak- ness. Fracture - a break, joint or crack in a rock along which NO movement has occurred. Cross-bedding - the arrangement of layers Also, the tendency of a mineral to break in within a rock, such that the minor layers lie an irregular way; e.g., quartz. at an angle to the main layers of sediment. This is usually a sign of changing wind or Geologic process - the breaking down and water currents acting on the original sedi- building up of rocks, such as weathering, ments forming the rock. erosion, sedimentation and volcanism; the ongoing process of shaping the earth. Crustal plate - see Tectonic plate. Geologic time - the scale used to describe Deposition - term used when a mineral or the earth’s history. Geologic eras and sandy material settles out of water. periods are used instead of years because the span of time is so long. Eon - the largest unit of geologic time. Earth's history is divided into two eons. Geology - the study of the earth and its history. Epoch - a unit of geologic time that is a division of a period. Gneiss - a coarse-grained, foliated meta- morphic rock. This rock contains feldpsar Era - a unit of geologic time made up of and is usually banded. one or more periods. Iapetus Sea - a shallow sea that existed off Erosion - the process whereby water, wind the east coast of the North American conti- and ice loosen and carry away rock debris. nent from 600 - 800 million years ago. This process continually wears down all rocks, creating sediments which eventually form new sedimentary rocks.
Hanging Rock State Park, NC 6.1 April 2000 Ice wedging - a mechanical weathering mineralogy or composition, usually as a process, when water seeps into cracks in a result of heat and pressure in the earth's rock, then freezes and expands, widening crust. Quartzite is a metamorphic rock that the crack and eventually splitting the rock. forms the cliffs, ledges and walls through- out the park. Igneous rock - a rock that was once melted or partially melted. Intrusive Mineral - a naturally-occurring, inorganic igneous rocks result from magma solidify- substance with its own particular chemical ing below the earth's surface. Extrusive make-up and characteristic crystal shape. igneous rocks form from volcanic material Quartz is a common mineral in the park. ejected onto the earth's surface. Pangaea - a supercontinent that formed Intrusive - see Igneous. about 400 million years ago when all the land masses on earth moved together. Itacolumite - a special type of weathered About 200 million years ago, this super- quartzite in which the mica grains are free continent began to stretch and break up as to slide over one another, allowing the rock the crustal plates pulled apart again. to bend without breaking. Also called "flexible sandstone." Period - a unit of geologic time that is a division of an era. Joint - a crack or break in a rock along which no movement has occurred; an area Quartz - a common rock-forming mineral of weakness for weathering and erosion. with a hardness of 7; a form of silica, SiO2. Lava - molten rock that issues from a Quartzite - a metamorphic rock formed volcano or a fissure on the earth's surface; when heat and pressure recrystallize the the rock formed by the cooling and solidi- sedimentary rock, sandstone. Quartzite is fying of this substance. among the hardest and most resistant of all rocks, thus it is often left after softer rocks Lithification - the process of compressing have eroded away. and cementing sediment grains to form sedimentary rock. Recrystallize - term used to describe the change in texture or mineral composition Magma - molten rock beneath the earth's that occurs during metamorphism. In surface. When it reaches the surface, it is quartzite, the recrystallization of quartz called lava. within the parent rock (sandstone) results in an interlocking texture. In other meta- Mechanical weathering - see Weathering. morphic rocks, recrystallization may result in a new mineral, as when the clay miner- Metagraywacke - (sometimes called als in shale are transformed to mica during biotite-muscovite gneiss) - a metamor- low-grade metamorphism, or to feldspar phosed sandstone that has variable during high-grade metamorphism. amounts of clay and feldspar minerals in it. It is weakly foliated. Rock - a substance made up of one or many minerals. Geologists classify rocks Metamorphic rock - a rock that has as igneous, sedimentary, or metamorphic. undergone a solid-state change in texture,
Hanging Rock State Park, NC 6.2 Arpil 2000 Rock cycle - the process where rock is Sediment - term used to describe loose repeatedly made and destroyed; the se- gravel, sand and silt that is suspended in quence through which rocks may pass water and can eventually settle to the when subjected to geological processes. bottom.
Sand - usually composed of quartz grains Sedimentary rock - rock made by the mixed with other bits of rock and mineral. compaction and/or cementing of sediments “Sand” is actually a term used to describe a in layers. Sandstone is an example of a particle ranging in size from 1/16 to 2mm. sedimentary rock.
Sandstone - sedimentary rock, composed Tectonic plates - (also called crustal primarily of quartz sand grains, that plates) - the large semi-rigid plates that formed when these grains were compacted move relative to each other, and together and cemented together under intense compose the earth's crust. pressure over millions of years. Texture - the size and arrangement of Sauratown Mountains - the mountain mineral grains in a rock; i.e., fine-grained, range located in Stokes and Surry counties medium-grained, and coarse-grained. and includes Pilot Mountain, Cook's Wall, Moore's Knob and Hanging Rock. The Weathering - any of the destructive pro- quartzite rock that forms the ridge line is cesses that wear rocks down at the earth's believed to have originated from sandy surface. Mechanical weathering is the sediments deposited in an ancient ocean. disintegration of a rock by physical pro- cesses (wind, ice, gravity), while chemical Schist - a well-foliated metamorphic rock weathering involves the breakdown of rock that generally contains conspicuous mica. by changing its chemical composition (often by exposure to air and water).
Hanging Rock State Park, NC 6.3 April 2000 References
Beyer, Fred. 1991. North Carolina - N.C. Division of Land Resources, Geologi- The Years Before Man. A Geological cal Survey. For publications, call (919) History. Durham, NC: Carolina Academic 715-9718. For assistance from the Survey's Press. education specialist, call (919) 733-2423. Web Ð http://www.geology.enr.state.nc.us/ Carpenter, Albert P., III, editor. 1989. A Geologic Guide to North Carolina's State N.C. Division of Land Resources, Land Parks, Bulletin 91. Raleigh, NC: North Quality Section. For information on min- Carolina Geological Survey. Contact the ing, the N.C. Mining Commission, and the publications office at (919) 715-9718. state mining act, call (919) 733-4574. Web: http://www.dlr.enr.state.nc.us/mining.html Cooper, Elizabeth. 1960. Science in Your Own Backyard. New York, NY: Harcourt, Pough, Fredrick. 1955. A Field Guide to Brace and Company. Rocks and Minerals, Peterson Field Guide Series. Cambridge, MA: Riverside Press. Hanging Rock State Park. Park geology Rhodes, Frank. 1962. Fossils - A Guide to files. Contact Hanging Rock State Park, Prehistoric Life. Racine, WI: Western PO Box 278, Danbury, NC 27016. Publishing Company.
Hatcher, Robert, Jr., editor. 1988. Struc- Shaffer, Paul R. and Herbert S. Zim. 1957. ture of the Sauratown Mountains North Rocks and Minerals - A Guide to Minerals, Carolina. Raleigh, NC: North Carolina Gems, and Rocks. New York, NY: Golden Geological Survey. Contact the publica- Press. tions office at (919) 715-9718. Sund, Tillery, and Trowbridge. 1973. Headstorm, Richard. 1976. Adventures Elementary Science Discovery Lessons - With a Hand Lens. New York, NY: Dover The Earth Sciences. Boston, MA: Allyn Publications Inc. and Bacon, Inc.
Horton, Wright Jr. and Victor A. Zullo, Thompson, Ida. 1982. The Audubon editors. 1991. The Geology of the Caroli- Society Field Guide to North American nas. Knoxville, TN: The University of Fossils. New York, NY: Alfred A. Knopf. Tennessee Press. Watson, Mary E., Joyce Blueford and Lambert, David and The Diagram Group. Susan Bumgarner. 1994. Mineral and 1985. The Field Guide to Prehistoric Life. Rock Kit Guide. Raleigh, NC: N.C. Geo- New York, NY: Facts on File, Inc. logical Survey and Math/Science Nucleus. (Call N.C. Geological Survey's main office Museum Institute for Teaching Science. at (919) 733-2423 for more information.) 1988. “Geology,” Science is Elementary, Vol. 3:1, Oct/Nov. Boston, MA: Boston Wyckoff, Jerome. 1976. The Story of Museum of Science. Geology - Our Changing Earth Through the Ages. New York, NY: Golden Press.
Hanging Rock State Park, NC 7.1 April 2000 SCHEDULING WORKSHEET
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) ______
8)Number of chaperones ______
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 do you have these forms? ______If not, mail contact person a Parental Permission form.
I, ______, have read the entire Environmental Educa- tion Learning Experience and understand and agree to all the conditions within it.
Return to: Hanging Rock State Park P. O. Box 278 Danbury, North Carolina 27016
Hanging Rock State Park, NC 8.1 April 2000 PARENTAL PERMISSION FORM
Dear Parent:
Your child will soon be involved in an exciting learning adventure - an environmental education experience at Hanging Rock State Park. Studies have shown that such Òhands-onÓ learning programs improve childrenÕs attitudes and performance in a broad range of school subjects.
In order to make your childÕs visit to ÒnatureÕs classroomÓ 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.
ChildÕs 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 will be notified as soon as possible.
______ParentÕs signature date
ParentÕs name ______Home phone ______(please print) Work phone ______
Family PhysicianÕs name ______phone ______
Alternate Emergency Contact
Name______phone______
Hanging Rock State Park, NC 8.2 April 2000 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.
Hanging Rock State Park P. O. Box 278 Danbury, North Carolina 27016
Hanging Rock State Park, NC 8.3 April 2000 Notes
Quartzite
Hanging Rock State Park, NC 9.1 April 2000 Notes
Muscovite
Hanging Rock State Park, NC 9.2 April 2000 Notes
Quartz
Hanging Rock State Park, NC 9.3 April 2000 Notes
Mica Schist
Hanging Rock State Park, NC 9.4 April 2000