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Grand Canyon Geology
Travelin’ Trunk
Teacher’s Guide
Grand Canyon Association
Supporting the Park since 1932
Grand Canyon Association
P.O. Box 399
Grand Canyon, AZ 86023-0399
(800) 858-2808
www.grandcanyon.org
Copyright © 2009 by the Grand Canyon Association
All Rights Reserved. Published 2009
This Teacher's Guide or portions of it may be printed out electronically from the Web or photocopied for classroom use.
No portion of this guide may be republished or distributed by any individual or group other than the
Grand Canyon Association without written permission from the publisher.
Edited by Todd R. Berger
Designed by Ron Short
The Grand Canyon Association would like to thank teachers Kelley Ingols, Tom Gillespie, and Wendy Krueger for
volunteering their time and expertise to assist in the Geology Trunk revision process. We would also like to thank
Grand Canyon National Park’s Environmental Education Branch for sharing their knowledge and activities,
which made this revised Geology Trunk even better than we imagined.
Grand Canyon Association
Supporting the Park since 1932
Dear Educator,
We are pleased that you and your class are taking part in Grand Canyon National Park’s Travelin’ Trunk
program. This program is designed to transport students and teachers to one of the world’s premier learning
destinations without leaving the classroom.
Travelin’ Trunks provide a variety of materials and activities designed to assist you in making classroom study
of Grand Canyon lively and interesting. Each trunk has a particular focus, and all are equipped with more
material than most classrooms can typically use. This allows teachers to choose from a variety of lesson plans
and activities in order to complement existing required curriculum.
We suggest that you review this teacher’s guide and the contents of the trunk. Then choose lessons and
activities most appropriate for your students.
After you have finished using the trunk, please fill out the enclosed evaluation form. This feedback is
important to us and future trunk users: We review and enhance the contents of the trunks based on your
feedback.
A Certificate of Completion is enclosed for you to photocopy and issue to your students. Please return the
original to the binder for others to use.
Instructions for shipping the trunk back to the Grand Canyon Association are included in this binder. If
the trunk needs replacement items, or if you have any questions, please contact us by e-mail at outreach@
grandcanyon.org, or by phone at (800) 858-2808, ext. 7142, or (928) 638-7142.
Please keep in mind that many of the items contained in the trunk are available for purchase through the
Grand Canyon Association mail-order department at (800) 258-2808, ext. 7030, or online at
www.grandcanyon.org.
Thank you for visiting Grand Canyon National Park!
Grand Canyon Association
P ost Off i c e B o x 3 9 9 , G ra n d C a n y o n, A ri z ona 86023 • Tel : (928) 638-2481 • F ax : (928) 638- 2484
www.grandc any on.org
Contents
Academic Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Travelin’ Trunk Lesson: Why National Parks? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Extension Activity: Create a National Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Travelin’ Trunk Lesson: Discovering Grand Canyon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Travelin’ Trunk Lesson: Types of Rocks and the Rock Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Extension Activity: Bill Nye the Science Guy: Rocks and Soils DVD . . . . . . . . . . . . . . . . . . . 19
Extension Activity: The Rock Cycle DVD or VHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Extension Activity: What Rock Am I? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Extension Activity: Sweet Metamorphism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Extension Activity: Uniquely Classy “Rocks” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Extension Activity: Mineral Identification Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Extension Activity: If You Bit a Rock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Travelin’ Trunk Lesson: Grand Canyon Rock Layers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Extension Activity: Grand Canyon Mnemonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Canyon Dave’s Grand Canyon Rocks and Strata . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Extension Activity: Oreo Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Extension Activity: Geologic Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Extension Activity: Rainbow of Stone DVD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Extension Activity: Clues to the Past: Fossils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Resources and Information: Additional Subject Information and Activities . . . . . . . . . . . . . . . . . . 65
Resources and Information: Grand Canyon Geology Vocabulary List . . . . . . . . . . . . . . . . . . . . . . 67
Resources and Information: Grand Canyon Geology Trunk Inventory . . . . . . . . . . . . . . . . . . . . . 69
Resources and Information: Related Web Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Resources and Information: Packing and Shipping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Resources and Information: Evaluation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Academic Standards
Arizona Academic Standards
Strand 1:
Concept 1:
Concept 2:
Concept 3:
Concept 4:
Inquiry Process
Observations, Questions, and Hypotheses
Scientific Testing (Investigating and Modeling)
Analysis and Conclusions
Communication
Strand 2:
Concept 2:
History and Nature of Science
Nature of Scientific Knowledge
Strand 6:
Concept 1:
Concept 1:
Concept 2:
Earth and Space Science
Properties of Earth Management
Kindergarten: PO 1, PO 2, PO 3
Grade 1: PO 1, PO 4,
Grade 3: PO 1, PO 2, PO 3, PO 4, PO 5
Structure of the Earth
Grade 7: PO 1, PO 3, PO 4
Earth’s Processes and Systems
Grade 4: PO 1, PO 2, PO 3, PO 4, PO 6
Grade 7: PO 1, PO 2, PO 3, PO 4, PO 5
National Science Education Standards
Level K–12:
Level K–12:
Level K–4:
Level 5–8:
Level 9–12:
Science as Inquiry: Abilities necessary to do scientific inquiry
Understanding about scientific inquiry
Unifying Concepts and Processes: Evidence, models and explanation
Earth/Space Content: Properties of earth materials
Changes in earth and sky
Physical Science Content: Properties of objects and materials
Earth/Space Content: Structure of the earth system
Earth’s history
Physical Science Content: Properties and changes of
properties in matter
Earth /Space Content:Energy in the earth system
Geochemical cycles
Origin and evolution of the earth system
For more information:
http://www.nap.edu/readingroom/books/nses/6a.html
3
Travelin’ Trunk
Academic Standards
Standard Abbreviation Format used:
S1 = Strand 1
C1 = Concept 1
PO 1 = Performance Objective 1
Specifics about Science Standards:
See the Arizona Department of Education Web site for details on
Science Standards: http://www.ade.state.az.us/standards/science/
articulated.asp . Trunk lessons and activities address these standards.
However, it is the teacher’s responsibility to integrate the activities into
an appropriate framework of long- and short-term goals, and to adapt
them to appropriate curricula.
4
Travelin’ Trunk Lesson:
Why National Parks?
Duration: varies
Location: classroom
Key Vocabulary: national park, mission, protection, preservation
Trunk Materials: Map of Arizona, Views of National Parks DVD, National Treasures CD, Create a
National Park Activity
Additional Materials and Equipment (not supplied): U.S. map, DVD player,
computer, LCD projector, screen
Arizona Science Standards: S1: C1, C2, C3, C4
Learning Objectives: Students will be able to:
1.Locate Grand Canyon National Park on a U.S. and/or Arizona map
2.Explain the reasons national parks exist
Background:
Grand Canyon was first given federal protection as a forest reserve in 1893. It later became a national monument.
In 1919 it was made a national park, only three years after the creation of the National Park Service. The
National Park Service is an agency of the Department of the Interior and oversees more than 80 million acres
of public land in the United States.
The mission of all national parks and monuments is the same:
“To conserve the scenery and the natural and historic objects and the wild life therein and to provide for the
enjoyment of the same in such manner and by such means as will leave them unimpaired for the enjoyment of
future generations.”
National Park Service, Organic Act, 1916
Grand Canyon National Park protects 1,904 square miles (1.2 million acres), including the canyon and parts
of the plateaus on both the North and South rims. Almost five million visitors come from all over the world to
enjoy Grand Canyon each year. Prior to the creation of Grand Canyon National Park, many people came to
the canyon with dreams and schemes for making their fortunes. One of the things tried was mining. Copper,
asbestos, uranium, and even bat guano were mined through a variety of methods. Tourist camps and hotels
were built both in the canyon and on the rim. Building a railroad through the canyon was also entertained but
never accomplished.
Suggested Procedure: Ask students the following questions:
1.Who has been to a national park? Which park or parks?
2.What was the coolest thing you saw there?
3.How was the national park different from other parks or attractions that you have visited? Using a map
of the United States, ask students to locate the Southwest, then Arizona. Explain that Grand Canyon
National Park is located in the northern part of Arizona.
5
Travelin’ Trunk Lesson
Why National Parks?
4.Why do we have national parks? What is their mission? (clarify as
needed)
Explain to students that the materials and activities in the trunk are
for their enjoyment and learning. It is hoped that as they increase their
knowledge and appreciation of Grand Canyon National Park, they will
also focus on the beautiful and interesting places near their homes that
are worth visiting and protecting.
Evaluations:
Ask students to imagine what Grand Canyon might be like if it were
not protected as a national park. What might have been built there,
and what might it be like to visit, if you even could visit?! Note for
your students that if it were not a national park, it might end up as
private land, closed to some or all of the public.
Extension Activities:
1.Ask students to think of a feature or a nearby area that they feel
would be worthy of preserving as a park. Have them explain (either
verbally or in writing) why. What would be the benefits of this area
becoming a park?
2.As time permits, or as a follow-up to trunk use, have students
design a park for the feature or nearby area, and draw a map of
it with a key to show the layout. Would this park preserve and
protect the area or feature? Would it provide for the enjoyment of
visitors without destroying what made it special in the first place?
Resources:
http://www.nps.gov
6
Extension Activity:
Create a National Park
School Subjects: History, English, Science
Grade Level: 4th through 8th grade; adaptable for other grades
Lesson Objectives:
The students will understand the purpose and characteristics of a
national park, some of the issues facing the management of parks, and
the different ecosystems national parks protect. Materials:
• large white paper, colored paper, markers and/or crayons, glue,
paint and brushes, clay or Play-Dough, tape, scissors, and other
art supplies
• recycled materials (egg/milk cartons, cardboard, lids, small boxes,
string, rubber bands, foil, magazines, cereal boxes, paper cups,
plastic containers, Popsicle sticks, etc.)
• small toys such as plastic animals, people, buildings, trees, etc.
• natural materials collected outside such as leaves, sticks, rocks, etc.
Background: What is a national park?
National parks are places that represent America’s beauty, wildlife,
history, and people. They also represent our heritage. They protect
fragile or unique ecosystems, wildlife habitat, human-made or natural
structures, waterways, and riparian zones. Each park has one or more
of these features, which is why it is protected.
The National Park System includes parks, monuments, preserves,
reserves, lakeshores, seashores, rivers, wild and scenic rivers, scenic
trails, historic sites, military parks, battlefields, memorials, and
recreation areas. Congress sets aside these areas so that the best of
America’s scenery, history, memory, nature, and wilderness is protected
for future generations.
As noted in the Lesson, the National Park Service is an agency within
the Department of the Interior, created by Congress on August 25,
1916, to fulfill the mission of its Organic Act, which states:
The Service thus established shall promote and regulate the use of the
Federal areas known as national parks, monuments, and reservations . . .
which purpose is to conserve the scenery and the natural historic objects
and the wild life therein and to provide for the enjoyment of the same in
such manner and by such means as will leave them unimpaired for the
enjoyment of future generations.
7
Extension Activity
Create a National Park
The National Park Service charges rangers with managing our parks
for recreation, education, and preservation. For recreation, parks
must offer certain facilities and activities, such as campgrounds,
hiking trails, overlooks, tours (boat, horse, walking, etc.), lodges, and
restaurants. Educational efforts by the park service include visitor
centers, museums, ranger-led programs, outdoor signs and exhibits,
and informational pamphlets, maps, and guides. Furthermore, rangers
must be able to interpret the park’s features and answer questions on
a variety of subjects, including problems facing the park and how to
enjoy the park without getting hurt or harming resources. Finally, for
preservation, rangers must set and enforce rules. These rules have two
purposes: to protect the visitor and to protect the park’s resources.
Rules ensure that everyone has a safe and pleasurable visit, and that
resources are protected for future visitors to enjoy.
Procedure
1.Have students bring in brochures, other literature, or photos from
national parks they have visited. Students can also write to national
parks to request information. To find the names and addresses of
national parks, visit the National Park Service Web site at http://
www.nps.gov. You might also check your school library for books
on national parks.
2.Discuss the purpose of parks, their characteristics, and the different
features they protect (i.e., the ecosystem, natural landscapes, and/
or human-made structures, etc.). Discuss the differences between
parks managed by the National Park Service and parks managed
by other agencies or organizations. Ask if anyone has been to a
national park and, if so, which one? What did they see? What was
the park protecting? Discuss the reasons for creating a national
park. Who owns them?
3.Explain that the students will create their own national park.
Have them think about what they would like to see/protect in
their national park. Write the Organic Act (see “Background
Information”) on the board and have the students decipher its
meaning. Is it possible to conserve resources unimpaired while still
providing for their enjoyment by the public? Brainstorm how park
managers can protect park resources and provide for people to visit
parks without damaging those resources.
4.Have students work as individuals or in teams to create their own
national parks. Students should carefully study the literature and
other material they collected from real national parks. Encourage
them to be as creative as school or home resources will allow.
They can simply draw their park on butcher paper, create a
three-dimensional park on cardboard using natural and recycled
materials, or come up with other ideas.
8
5.Start by having the students design the natural and/or cultural
features of their national park. Remind them that the features in
their park must be special enough to the entire nation to justify it
becoming a national park. Have them use their imagination when
designing their park resources. For instance, sticks can be used
for an old-growth forest, blue cellophane can make a river, rocks
can become a mountain range or a prehistoric dwelling, and small
toys from home can represent wildlife or historic features, such as
battlefields or buildings.
6.Have them think about what park visitors will need when they
visit their national park and what might be needed to protect
the natural and cultural resources of their park. Again, let their
imaginations guide them in developing trails, lodges, visitor
centers, museums, restaurants, viewpoints, signs, entrance stations,
souvenir and book shops, medical facilities, maintenance facilities,
staff housing and offices, campgrounds, transportation facilities
(roads, parking lots, buses, etc.), and more.
7.Students will need to design a brochure highlighting the features
of their national park and what it has to offer. Include a map,
safety messages, park rules, fees charged (if any), tours, and ranger
programs offered. Draw pictures of the park or use clippings from
old magazines.
8.Students can then become the rangers, taking the class on a
“national park tour” and explaining the features and services
provided. Encourage students to ask the presenters
thoughtful questions.
9.After everyone has had a chance to present their park, the class can
discuss what they learned. Here are some discussion ideas:
• What was their favorite resource and/or national park and why?
• Did all the parks have resources important enough to be
protected nationally?
• Did each national park have enough facilities to accommodate
visitors?
• How were the natural and cultural resources protected?
• Were educational programs offered? What was their purpose?
• How much would it cost to manage their national park? Where
would this money come from? What would the money be
used for? Should an entrance fee be charged? Who should or
shouldn’t have to pay?
• What should be done with the trash and sewage generated by
people living in, working in, and visiting their national park?
• Who should manage the lodges, souvenir and book shops, and
restaurants? What limitations, if any, should be put on those
who provide these types of facilities?
9
Extension Activity
Create a National Park
• What would happen to your national park if . . . (try some
different scenarios such as if a large wildfire or other natural
disaster occurred, a city grew around the park boundaries, air
pollution increased, too many people came to visit, no one came
to visit, there were no rules, there were no rangers, there were no
facilities, there were too many facilities, people didn’t think the
park was important, etc.)
• What would they change about their national park?
Extension Activity
Create a National Park
*Adapted from Create a Park, Everglades National Park
10
Travelin’ Trunk Lesson:
Discovering Grand Canyon
Duration: 90 minutes
Location: classroom
Key Vocabulary: geology
Trunk Materials: Grand Canyon National Park: A Visual Journey PowerPoint CD, Sounds of Grand
Canyon CD, Grand Canyon Suite CD, Sky Terrain Recreation Map, Grand Canyon National Park Profile
Sheets, 360 Degrees of Grand Canyon National Park Virtual Tour DVD-/CD-ROM
Additional Materials / Equipment (not supplied): DVD player or computer,
CD player
Arizona Science Standards: S1: C1
Learning Objectives: The students will be able to:
1.Describe the feelings and reactions they might have if they came upon Grand Canyon unexpectedly
2.List the questions brought to mind by this experience to set the stage for study
3.Define geology
Background:
The Grand Canyon has long been a source of wonder and inspiration for those who experience it—whether
for a few hours or for a lifetime of study and exploration. The study of geology is central to our understanding
of the canyon. Modern scientists, both amateur and professional, have actively sought answers to the questions
Grand Canyon has posed since before John Wesley Powell completed his famous exploration of the Colorado
River through the Grand Canyon in 1869. While much has been learned in terms of the age and origin of the
rocks exposed, mysteries still exist concerning the formation of the canyon itself. This lesson is an opportunity
for students to imagine what it might be like to come upon the Grand Canyon unexpectedly. It also asks them
to wonder about and express the questions they may have with regard to the canyon.
Suggested Procedure:
Show the first three photos (PowerPoint CD) of the area leading up to and surrounding the Grand Canyon.
1.Read the following either before or during the showing of the photos.
Imagine that you have been traveling by horseback and on foot for several weeks. Your party is exploring the
area and hoping to find something exciting and valuable—maybe gold! You travel across deserts where you
see lots of cacti, some interesting birds, and a few snakes. Then you begin to climb up through rocky brush
and into a forest. Suddenly, you see the sky ahead. Unsure of what you are approaching, you get off your
horse and walk slowly forward. What you see is so fantastic and unexpected that it leaves you breathless and
unable to speak. Your fellow travelers join you, and this is what you see.
2.Show the remaining PowerPoint CD slowly while playing Sounds of Grand Canyon.
3.Ask students how they felt as they imagined suddenly and unexpectedly coming upon such a sight. Ask
them to write some words, phrases, or a few sentences describing those feelings.
11
Travelin’ Trunk Lesson
Discovering Grand
Canyon
4.Show the PowerPoint CD again. Ask students to consider what
they might wonder about after the initial surprise of seeing the
canyon has passed. Ask them to write five or more questions they
might have.
5.Explain that the class will be studying the geology of the Grand
Canyon. Ask for and agree upon a definition of geology. Have
students star the geology-related questions they wrote in steps three
and four, and compile them in a list on a flip chart to review later.
Add to the list as your study progresses.
6.Ask them how they would answer these questions if there were not
books, the Internet, maps, scientists, and other resources to help.
Explain that they will be using the materials found in the Grand
Canyon Travelin’ Trunk to help answer the questions they
have listed.
Evaluations:
Collect and evaluate the written part of the lesson. This will include
the words or sentences expressing their feelings when first observing
the canyon and the list of written questions with those pertaining to
geology starred.
12
Travelin’ Trunk Lesson:
Types of Rocks and the Rock Cycle
Duration: two or three class periods
Location: classroom
Key Vocabulary: igneous, metamorphic, sedimentary
Trunk Materials: Earth Science for Every Kid, An Introduction to Grand Canyon Geology, Geology
Rocks, Bill Nye Rocks DVD, Rock Cycle VHS or DVD, Canyon Dave’s Rock Cycle overhead and worksheet,
posters, rock samples and key, hand lenses
Additional Materials and Equipment (not supplied): Will vary with experiments
selected. See lists in Earth Science for Every Kid.
Arizona Science Standards:
S1:C1, C2, C3, C4
S2:C2
S6:C1, Grade 3 PO 2, PO 3; Grade 7 PO 1; C2, Grade 7 PO 1, PO 2
Learning Objectives: Students will be able to:
1.Classify the three types of rock using simple experiments, explain the rock cycle, and describe how
igneous, metamorphic, and sedimentary rocks are formed.
Background:
Grand Canyon National Park is famous for the beauty of the many rock layers exposed and for the story they
tell. Scientists from all over the world come to study the canyon’s rocks. Although much is known about the
age of the layers and how they formed, much is still unknown about how the canyon itself took shape. The
Colorado River carved the canyon, but how the river got there and began the process remains a mystery that
is still actively studied and debated.
The oldest rock at Grand Canyon, found in the Inner Gorge at the bottom of the canyon, is metamorphic
rock. Metamorphic rock forms when rock is put under great heat and pressure. Igneous rock, also found in
the Inner Gorge and in some western and eastern parts of Grand Canyon, was formed by hot, molten rock
that cooled and hardened. Most of the rock layers at Grand Canyon are sedimentary rock. Sedimentary rock
forms when the sediments (dirt) of rivers, streams, seas, or deserts are laid down and cemented together over
long periods of time.
After the sedimentary rock was deposited, the next critical part of the process involved uplift of the Colorado
Plateau. Uplift is an elevation, or rise, of part of the earth’s surface. Uplift can lift rock that formed on the
seafloor up above sea level. The Colorado River cuts across the portion of the plateau called the Kaibab Uplift.
The highest part of the Kaibab Uplift is more than 9,000 feet above sea level and is north of the canyon’s
North Rim. The canyon was formed as the Colorado River cut through many rock layers. The river continues
to cut the canyon deeper even today. Rain, snowmelt, and water from side streams cause the canyon to
become wider and deeper. This process of cutting rock and moving dirt away is called erosion. Heavy storms
13
Travelin’ Trunk Lesson
Types of Rocks and the
Rock Cycle
create flash floods that sometimes make rapid and dramatic changes to
the canyon by moving lots of rock and dirt in a short period of time.
The softer layers of rock erode more readily than the harder layers. The
result is that the harder layers stand as cliffs, and the softer layers erode
away to create gentler slopes. The harder layers may be undermined by
erosion of the softer layers, causing cliffs to collapse. These processes also
continue today.
For more information see An Introduction to Grand Canyon Geology,
pages 18–26.
Suggested Procedure:
Part One: Types of Rocks
Explain that all rock can be sorted into three types. Ask students what
they are, assisting as needed. Ask students what Grand Canyon is made
of (rock). Explain that all three types of rock are found there.
Select several activities from the following resources.
1.Earth Science for Every Kid
• Crunch (metamorphic rock), page 36
• Sedimentary Sandwich (sedimentary rock), page 38
• Squirt (igneous rock), page 86
2.Geology Rocks!
• Can Your Rocks Pass the Scratch Test?, pages 38–39
• Streakers!, page 40
• Play Rock Tic-Tac-Toe!, page 41
• The Name Game, page 42
3.Geology: The Active Earth
• Mystery Minerals, pages 25–26
4.Read aloud pages 18–20 from An Introduction to Grand Canyon
Geology.
Use the following to guide discussion:
• What evidence is found in sedimentary rock layers that provide
clues about the environment in which the rock formed?
• Metamorphic rocks in Grand Canyon are referred to as
basement rocks. Why?
• Why is determining the age of rocks important to
understanding the history of the earth?
• How do scientists figure out the age of various rock layers?
5.Using the hand lenses found in the trunk, examine the rock
samples provided. You may wish to set this up as a rotating activity
that students move through—then follow up with discussion.
14
• Look at the sedimentary rock samples. What can be observed
about the particles that make up the rock? (Grains of sand glued
together)
• Look at the igneous rock samples. What can be observed about
the crystals that make up the rock? (Interlocking crystals,
crystals grown together)
• Look at the metamorphic rock samples. What can be observed
about them? (Rocks appear to be made of crystals or grains; they
may appear distorted or stretched when compared to igneous
rocks. The grains may look melted together).
Part Two: Rock Cycles
Students will be able to explain the rock cycle and describe how
igneous, metamorphic, and sedimentary rocks are formed.
1.Present Introduction to Rocks and Rock Cycle
2.If you choose to view Bill Nye Rock’s DVD (30 minutes), use
question-and-answer sheet.
3.If you choose to view Rock Cycle DVD (30 minutes), use questionand-answer sheet.
Evaluations: Give each student a small piece of paper. Ask
them to put their name on it and number it from one to four.
Divide students into four groups. Secretly give each group one of the
following words: sedimentary, metamorphic, igneous, or erosion. Ask
each group to think of a way to act out their word without speaking.
Give them a few minutes to work, then have groups perform. After
each performance ask students to write down S, M, I, or E to indicate
which word they think is being shown. The group whose word the
most students guess is the winner. Collect papers. Evaluate skits
and papers.
Extension Activities: See Geology Crafts for Kids for more
activities and ideas. A few that might be of interest include:
• Igneous, Pop Game Pebbles, pages 58–62
• Making Sandstone, page 63
• Erosion Experiment, page 71
15
Travelin’ Trunk Lesson
Types of Rocks and the
Rock Cycle
Travelin’ Trunk Lesson
Types of Rocks and the
Rock Cycle
Granite rock.
© www.soil-net.com
Introduction to Rocks
A rock is defined as an aggregate of mineral grains, which means “a
bunch of mineral grains all stuck together.” The mineral
grains may be large enough to see with the naked
eye (phaneritic) or microscopic (aphanitic). A
granite specimen clearly shows its minerals:
feldspar, quartz, and often mica or
hornblende. A basalt specimen is also
composed of mineral grains, but these
are too small to see. A rock may be
an aggregate of grains of all the same
mineral. Limestone is an example;
it is made entirely from grains of the
mineral calcite.
The three types of rock are igneous,
sedimentary, and metamorphic. Igneous rocks
form when any rock is completely melted and
then cools and hardens. Sedimentary rocks result from
erosion of any rock type, followed by depositing the resulting
sediment into a natural basin, and finally cementing the sediment into
stone. Metamorphic rocks form when any rock is subjected to great
heat and pressure, so much pressure that the rock cannot completely
melt. The pressure and heat cause the rock to change its crystalline
structure and therefore its appearance.
For example, when magma cools and hardens (crystallizes), it may
form the igneous rock called granite. If the granite is then eroded,
it may become sand. Later, the sand may cement together to form
sandstone, a sedimentary rock. If the sandstone is heated and
pressurized, it might turn into quartzite, a metamorphic rock. It is
possible for that quartzite to melt and then crystallize, turning it back
into igneous rock. This process of one rock type changing into another
is called the rock cycle.
16
The Rock Cycle
Travelin’ Trunk Lesson
Types of Rocks and the
Rock Cycle
The Rock Cycle courtesy of
Nature Science Company,
© www.naturescience.org
melting
erosion
melting
heat and
pressure
erosion
17
heat and
pressure
Bill Nye the Science Guy:
Rocks and Soils
Extension Activity
Bill Nye the Science Guy:
Rocks and Soils DVD
DVD Viewing Guide
Name _ _____________________________________________________________________
1.Every rock used to be ________________.
2. Wind and rain break rocks down into ________________.
3. Dirt is broken-down ________________.
4. All the material in sandstone came from ________________.
5. The word igneous comes from the word for ________________.
6. The rock that often has layers in it is ________________.
7. Metamorphic rock means that it has ________________.
8.
________________ and ________________ _change rocks to metamorphic rock.
9. Glass is made from ________________.
10.Volcanoes result from ________________ _under the earth’s crust.
11. As one plate goes under another, it will ________________.
12. Where the “cookie plates” crack, a ________________ will form.
13. The rock cycle has gone on for ________________ of years.
14. Cracks form when ________________ _gets into a rock and ________________.
15. A _________________may grow in a crack and help break the rock down.
16. The more you go off a trail, the _________________you destroy nature.
17. _________________can break rock down into sand.
18. The red in clay soil is probably due to ________________ in it.
19. Diamonds form in the ________________ _of volcanoes.
20. The difference between coal and diamonds is ________________ _of years and lots of
________________.
19
Extension Activity
Bill Nye the Science Guy:
Rocks and Soils DVD
Bill Nye the Science Guy:
Rocks and Soils
DVD Viewing Guide
Answer Key
1. different
2. sediment
3. rocks
4. (other) rocks
5. fire
6. sedimentary
7. changed
8. Heat/pressure
9. sand
10. heat
11. melt
20
2. volcano
1
13. millions
14. water/freezes
15. plant
16. more
17. Waves
18. iron
19. neck
20. millions/pressure
The Rock Cycle
Extension Activity
The Rock Cycle DVD
or VHS
DVD or VHS Viewing Guide
Name _ _____________________________________________________________________
The statements go in order of the presentation. Listen carefully for the correct word(s) to
complete each statement.
1. The rock cycle shows both ________________ _and ________________.
2. Most of the earth’s material is made from only ________________ _minerals.
3. The three types of rock are ________________, ________________, and
________________.
4. Molten rock ________________ into igneous rock.
5. The Hawaiian Islands formed over a _________________in the earth.
6. Sedimentary rock forms near the earth’s ________________.
7. Lithification ________________ _sediments into rock.
8. Name three things that can form sedimentary rock: ________________,
_________________, and ________________.
9. When dissolved materials precipitate out of water, it forms ________________
sedimentary rock.
10. ________________ _rocks can weather and become sedimentary rock.
11. _________________% of continental surfaces are sedimentary.
12. Metamorphic rock forms ________________ _the earth’s surface.
13. Metamorphic rock often has _________________, or striping, in it.
14. Mountains are built with big changes in ________________ and ________________.
15. ________________ _water inside a rock can cause the rock to ________________.
16. Soil is weathered ________________.
17. Name two ways rock can be transported away from its original site:
________________ and ________________
18. The most common mechanism of rock transport is ________________.
19. Sediments eventually are deposited into the ________________.
20. Spreading of the seafloor occurs at the ________________ _ridges.
21. What two continents were once connected? ________________ and ________________
21
Extension Activity
The Rock Cycle DVD or
VHS
The Rock Cycle
DVD or VHS Viewing Guide
Answer Key
1. processes and products
2. 20
3. igneous, sedimentary, metamorphic
4. crystallizes/solidifies (either is correct)
5. hot spot
6. surface
7. cements and compacts
8. water, ice, wind or gravity
9. chemical
10. Sedimentary
11. 70%
12. below
13. bands
14. temperature and pressure
15. Freezing, break
16. rock
17. rivers, glaciers, rockfalls, landslides, soil creep, debris
flows, beach waves, wind
18. water
19. ocean
20. mid-ocean
21. Africa and South America
22
Extension Activity:
Extension Activity
What Rock Am I?
What Rock Am I?
Objectives: The student will learn:
• the three types of rocks: igneous, metamorphic, and sedimentary
• the rock cycle
• the earth’s dynamic nature (rocks are ever-changing)
• that Grand Canyon is made of all three types of rocks,
with sedimentary being the most abundant
Lesson overview: After giving a brief explanation
of the different types of rocks, students will role-play rocks
going through the processes of the rock cycle, thus changing
into different kinds of rocks.
Materials: 3 scenario cards, 1 card for each rock type
(4 or 5 sets)
Location: outside, cafeteria, or gym
Setup: Have students stand in a large circle. In the center
of the circle, set up “rock type” stations by placing the three
cards in different areas, while the kids stand in the middle
of the room or sit at their desks.
Procedures:
1.Explain there are many rocks that make up the earth’s crust, but
science has categorized all the rocks into three types: igneous,
metamorphic, and sedimentary.
2.Define an igneous rock and show an example. Igneous rock is
molten material that has cooled and hardened into rock. Igneous
literally means “fire” rock so ask children to name words that have
“ign” in them that are related to fire (ignite, ignition)
3.Define metamorphic rock. Metamorphic rock is rock that has had
its crystalline structure changed through the processes of heat and
pressure. “Morph” means change. Like the Mighty Morphing Power
Rangers. (You are on the cusp of this analogy; the Power Rangers
are falling out of favor). Caterpillars metamorphose into butterflies.
Show an example of a metamorphic rock.
4.Define “sedimentary rock.” First define “sediment,” then explain
that sedimentary rocks are created from sediments that are
cemented together, creating a rock. Sandstone is a good example to
use because it is easier to see the individual grains of sediment.
23
Extension Activity
What Rock Am I?
5.Explain that all rocks go through change, and that over time,
earth’s dynamic forces (plate tectonics, erosion) turn them into
different rocks.
6.Tell students that they will be role-playing rocks. You will read to
them the process they go through to change into a different type
of rock. Make sure that it is clear that these processes take millions
of years.
7.Read one of the enclosed Scenario Cards and have the students
determine what rock they have become. Have the students,
without talking, move in a large group to the correct rock type
station. This is not a race, so encourage students to walk rather
than run.
Other thoughts:
• Some students will become confused by the fact that metamorphic
rocks are “changed” rocks, yet all rocks are changing. So make
sure it is clear that although all rocks change, heat and pressure
must change rocks to create the crystalline structure of
metamorphic rocks.
• Here’s a variation that may work better. Divide students into
groups. Give each group a set of scenario cards. Have the groups
move to each station individually to avoid a mob scene. This
variation needs some work, but it will also minimize the number of
kids who don’t know the answer and therefore “just move with
the crowd.”
24
Extension Activity:
Extension Activity
Sweet Metamorphism
Objective:
Students will simulate two of the effects of metamorphism:
recrystallization and foliation.
Part I: Recrystallization
Background:
Metamorphic rocks are formed when existing rocks are changed by
heat, pressure, and/or chemical reactions. The effects of metamorphism
range from simple compaction to a total remake of the rock. In this
experiment we will simulate the effect of heat and pressure on “crystals”
that result in an altered “rock.”
Materials:
1.5 bear-shaped gumdrops – variety of colors
2.Scissors
3.Wax paper
Procedure:
1.Cut each bear-shaped gumdrop into five pieces. Clean scissors with
soap and water when done.
2.Arrange pieces on wax paper in a pile. These pieces represent
unmetamorphosed rock material and crystals.
3.Place all pieces in your hand and knead them into a ball for five
minutes (like you would with clay).
4.Record the time at which your hands first became hot. Keep going.
5.After five minutes stop and record observations. What has
happened to the individual gumdrop pieces?
6.Continue for five more minutes, then record observations. Sketch
the metamorphosed “rock,” paying close attention to the edges of
each “crystal.”
Gently try to pull apart one of the gumdrop pieces. What happens?
Have the crystals “melted” slightly at the edges?
7. What would happen if you stuck your metamorphic “rock” into
the microwave for eight seconds? What type of rock would
this resemble?
25
Sweet Metamorphism
Extension Activity
Sweet Metamorphism
Part II: Foliation
Background:
As we saw in Part I, the crystal structure of a metamorphic rock can
be altered by tremendous pressure and heat. Often the crystals line up
in bands. When the different minerals in metamorphic rocks separate
into parallel layers, the rocks are foliated. This experiment will simulate
the foliation, or alignment of “mineral crystals.”
Materials:
1.20 flat toothpicks
2.Book
3.Foliated metamorphic rock samples
Procedure:
1.Snap the toothpicks in half, but leave them connected.
2.Pile the toothpicks on a table. These toothpicks represent the threedimensonal arrangements of minerals in a rock.
3.Place the book on top of the toothpick pile and press down.
4.Carefully remove the book without disturbing the toothpicks.
Discussion: Answer the following questions:
1.Did the toothpicks flatten into layers? Sketch the arrangement
of the toothpicks in your lab journal. Pay careful attention to the
direction and layering of the toothpicks.
2.What caused this change to occur?
3.What in nature is represented by the weight of the book pressing
down on the toothpicks?
4.Sketch one of the foliated rock samples. Pay careful attention to the
direction of the parallel bands and layers. Describe what you see in
your lab journal.
26
Extension Activity:
Extension Activity
Uniquely Classy “Rocks”
This activity will introduce the three types of rocks in a “tasty” way.
For each group of three to four students, you will need a container
with the following:
• 1/2 c peanut butter
• 12 crackers
• table knife
• 12 pieces of saltwater taffy
• 8 sheets of waxed paper
• 4 paper towels
• 1/2 c melted almond bark or similar candy
• candy molds (available at craft stores for a small cost)
• plastic spoons
• hotplate or microwave
Procedure:
1.Define “sedimentary rocks” for students. Have them make cracker/
peanut butter stacks to show the layers in sedimentary rocks.
2.Introduce and define “metamorphic rocks.” Have students take
three pieces of taffy and two sheets of waxed paper. Unwrap
the taffy pieces and stack them up on one sheet of waxed paper.
Cover with the other waxed paper and press down. Discuss their
“metamorphic rocks.”
3.Introduce and define “igneous rocks.” Have the students spoon
melted/molten candy into the molds. As it cools and hardens, it
takes on the shape of the mold. Students can break the candy and
look for any crystals of sugar.
4.Finish the lesson by calling out the type of rock and having the
students hold up the correct rock model they have made. Then eat
the rock creations.
27
Uniquely Classy “Rocks”
Travelin’ Trunk Lesson:
Extension Activity
Mineral Identification Lab
Mineral Identification
Lab
Grade Level: 6, 7, 8, 9, 10, 11, 12
© Wayne Wheatley, Parcells Middle
School, Grosse Pointe Woods, Michigan,
http://www.eduref.org/
An Educator’s Reference Desk
Subject(s):
• Science/Geology
• Computer Science
Duration: two 50-minute sessions
Description: Using the Amethyst Galleries, Inc., mineral database Web site, students search for minerals by entering the known
characteristics of a mineral sample, such as streak, hardness, color, etc.
Since many minerals share similar traits, there can be more than one
correct answer. Finally, using what they have learned about identifying
minerals, the students are asked to identify the difference between
gold and pyrite.
Goals: Students will gain a deeper understanding of how scientists
identify minerals, based on the minerals’ characteristics.
Objectives: Students will be able to:
1.Find a mineral which matches each set of traits correctly
2.Determine the difference between gold and pyrite
Materials:
• Mineral IdentificationWorksheet:
http://www.eduref.org/Virtual/Lessons/Science/Geology/GLG0201a.pdf
• Vocabulary Handout:
http://www.eduref.org/Virtual/Lessons/Science/Geology/GLG0201b.pdf
• Computers with Internet access
Vocabulary:
adamantine
fracture
Mohs’ scale
streak
cleavage
luster
pyrite
hardness
conchoidal
metallic
resinous
29
Extension Activity
Mineral Identification
Lab
© Wayne Wheatley, Parcells Middle
School, Grosse Pointe Woods, Michigan,
http://www.eduref.org/
Procedure:
Distribute the Mineral Identification Worksheet and Vocabulary
Handout. Read the directions for the identification activity, and review
the vocabulary terms. Have students log on to a computer and go to
the Amethyst Galleries, Inc., mineral database Web site
(http://mineral.galleries.com/default.htm ). Inform students to
enter only the words in italics to narrow their search. If a mineral
matches all of the criteria (such as streak, hardness, etc.), then it is a
correct match. Each set of characteristics can have one or more possible
answers. Students should be able to search for the characteristics of a
known mineral (gold and pyrite) in order to answer the last question.
Assessment: If the minerals match all of the physical characteristics
listed, then the student was successful. Teachers may want to search the
minerals ahead of time in order to make an answer key, but be careful
of duplicate answers.
Useful Internet Resource:
The Mineral Gallery: A Service of Amethyst Galleries, Inc.
http://mineral.galleries.com/default.htm
A collection of mineral descriptions and images, searchable by name,
class, and keyword.
The Educator’s Reference Desk
http://www.eduref.org
Builds on more than a quarter century of experience in high-quality
resources and services to the education community.
30
Mineral Identification Lab
Worksheet
Extension Activity
Mineral Identification
Lab
Name______________________________________________________________________________
Directions: Go to http://mineral.galleries.com/default.htm . Click on Full Text Search.
Use the characteristics below to try to identify each mineral. To search the database,
enter only the keywords in italics and read the descriptions of the minerals that match.
Each mineral has a list of Physical Characteristics that you should read and try to
match to the descriptions below. (Hint: The characteristics of streak, hardness,
and cleavage will help you narrow down your search!)
Mineral #1:
The color is black.
The luster is vitreous.
The fracture is conchoidal.
The streak is white.
The hardness is 5.
This mineral is:______________
Mineral #2:
The color is yellow.
The luster is resinous.
The fracture is conchoidal.
The streak is yellow.
The hardness is 2.
Other characteristics:
Strong odor
This mineral is:______________
Mineral #3:
The color is white.
The luster is adamantine.
The fracture is conchoidal.
The streak is white.
The hardness is 10.
The cleavage is perfect in four
directions.
This mineral is:______________
Mineral #4:
The color is black.
The luster is pearly.
The fracture is uneven.
The streak is white.
The hardness is 2.5.
The cleavage is in one direction,
producing thin sheets or flakes.
This mineral is:______________
Mineral #7:
The color is white.
The luster is vitreous.
The fracture is conchoidal.
The streak is white.
The hardness is 3.
The cleavage is perfect in three
directions.
This mineral is:______________
Mineral #5:
The color is gray.
The luster is dull.
The fracture is uneven.
The streak is white.
The hardness is 1.
Other characteristics: Feels soapy.
This mineral is:______________
Mineral #8:
The color is copper green.
The luster is metallic.
The fracture is jagged.
The streak is reddish.
The hardness is 2.5.
This mineral is:______________
Mineral #6:
The color is black silver.
The luster is metallic.
The fracture is flaky.
The streak is gray.
The hardness is 1.5.
Other characteristics: Leaves
black marks on hands.
This mineral is:______________
© Wayne Wheatley, Parcells Middle School, Grosse Pointe Woods, Michigan, http://www.eduref.org/
31
Extension Activity
Mineral Identification
Lab
© Wayne Wheatley, Parcells Middle
School, Grosse Pointe Woods, Michigan,
http://www.eduref.org/
Compare the physical characteristics of gold and
pyrite (also known as “fool’s gold”).
To find them, click on By Name at the top of any Web page in the
Amethyst Galleries, Inc., mineral database (http://mineral.galleries.
com/default.htm ), then click on the first letter of the mineral and
find it in the alphabetical list.
Gold:
Pyrite:
The color is _____________.
The color is _____________.
The luster is _____________.
The luster is _____________.
The fracture is _____________.
The fracture is _____________.
The streak is _____________.
The streak is _____________.
The hardness is _____________.
The hardness is _____________.
The cleavage is _____________.
The cleavage is _____________.
What major difference between the two would help you to identify
if a mineral were gold or pyrite?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
32
Mineral Identification Lab:
Extension Activity
Vocabulary Terms
Mineral Identification
Lab
adamantine (ad'u-man'tEn) adj: like a diamond in luster; “sparkly”
© Wayne Wheatley, Parcells Middle
School, Grosse Pointe Woods, Michigan,
http://www.eduref.org/
cleavage (klE'vij) n: the tendency of a mineral to split along specific
planes, determined by the crystal structure
conchoidal (kong-koid'l) adj: a shell-like or spiral fracture produced
on certain minerals
fracture (frak'chur) n: the appearance of a broken surface
luster (lus'tur) n: the manner in which light reflects from the surface of
a mineral, described by its quality and intensity
metallic (mu-tal'ik) adj: a luster resembling the surface of a metal
Mohs’ scale (mOz skAl) n: the ten-point scale of mineral hardness,
based on the minerals talc (1), gypsum (2), calcite (3), fluorite (4),
apatite (5), orthoclase (6), quartz (7), topaz (8), corundum (9), and
diamond (10), in increasing order of hardness
pyrite (pI'rIt) n: iron disulfide (FeS2), a common brass-yellow mineral
with a metallic luster; commonly known as “fool’s gold” due to its
resemblance to gold
resinous (rez'u-nus) adj: a “powdery” luster.
streak (strEk), n: The color of a mineral in its powdered form, usually
obtained by rubbing the mineral against an unglazed porcelain tile
to see the mark it makes. A mineral harder than the tile must be
pulverized by crushing.
hardness (härd'nis) n: resistance of a mineral to scratching, as
determined by the Mohs’ scale
vitreous (vi'trE-us) adj: a luster resembling the transparency, glossiness,
etc., of glass
33
Extension Activity:
Extension Activity
If You Bit a Rock . . .
Teacher Page
This activity has been modified from a lesson plan for meteorite
education from NASA. It has been “refitted” for more common rocks.
The Web site for the original lesson plan, “Edible Rocks,” is
http://www-curator.jsc.nasa.gov/outreach1/expmetmys/Lesson8.pdf
and the original activity is courtesy NASA’s “Exploring Meteorite
Mysteries” NASA Publication EG-1997-08-104-HQ, by Marilyn
Lindstrom et al.
Purpose: To observe and describe physical characteristics of a
familiar model (candy bars) and apply to the unfamiliar (rocks). This
is also an excellent activity to introduce geological terminology used in
describing rocks.
Background: This activity fits in well with a unit on rocks and
minerals. Examples of all three rock types, igneous, sedimentary, and
metamorphic, are all presented. Some teachers may be unfamiliar with
a few of the descriptive terms used by geologists. A “glossary” of terms
is listed in the rock description section, which you may want to share
with students before or after the activity. The activity focuses strongly
on the importance of observation, even of an item a child may see
once, or several times (!), a week. Encourage them to look at textures,
shapes, and sizes of the materials.
Preparation:
1.Obtain the rock samples you wish to use (it is not necessary to use
all examples). Obtain the corresponding edible samples (candy). If
you are using the garnetiferous schist in our kit, make the chopped
peanut brittle, unless you have a nice sample of garnetiferous schist
with big garnets! Then you can use store-bought peanut brittle.
2.Cut the samples so that a flat, cut face exposes the interior (this
works better with cold candy). Reserve part of each sample to be
eaten by students afterwards (or have extra).
3.Place each sample in a small plastic bag, or on a sheet of paper
or cardboard. Each team of two or three students will have one
sample.
4.Give one student page to each team. Provide students with the
Texture Terms and Glossary below, and quickly go over the terms
before or during the activity (as they have questions).
35
If You Bit a Rock . . .
© Geological Society of America,
http://www.geosociety.org/
Extension Activity
If You Bit a Rock . . .
© Geological Society of America,
http://www.geosociety.org/
5.Cut apart the candy bar “Field Note” sample descriptions. These
descriptions are written the way a geologist might take notes in a
field record book. A nice way to do this is to glue the descriptions
to foam board/cardboard before cutting them out; they will last
longer and look nicer.
6.Arrange the “Field Note” sample descriptions on a table with the
corresponding rock so that students may attempt to match their
own descriptions with these “key” descriptions. Cut out the rock
descriptions and place those next to or under the rocks.
In Class:
Distribute a sample and student sheet to each team. Note: Content
vocabulary may not be expected initially. The processes of observing
and recording should be kept simple. Explain that each team is
responsible for describing and sketching its sample. Encourage teams
to describe their observations using familiar vocabulary; however,
use no food terms. Emphasize that working together is important.
When finished, all students should go to the “Field Note” sample
descriptions and rock samples which you have arranged on the “key”
table. Emphasize that their observations will not be exactly like the
“Field Notes.” They will likely try several matches before they have
the accurate pairing. Once they have the right one, require that they
copy the correct answer key description onto their answer sheet
while looking at their candy and the rock it is paired with. Then have
students swap candy bars and try again! Reward the students with
pieces of candy.
Another option would be to have each team share their description
and sketches with the class. Conduct a discussion that includes the
following points which emphasize basic skills needed to be good
scientists: (1) The students made detailed observations of a sample,
(2) The task was accomplished by using teamwork, (3) Although the
student’s descriptions differed from those provided and each team has
a different style, the skills and processes used to observe and record the
data were the same for each group. The students communicated and
shared their observations and sketches. During the discussion of the
observations, you may expand and discuss how the rocks formed, using
geologic vocabulary and encouraging students to apply it to their
own samples.
Problems:
The worst correlation is the Granite and the chewy chocolate granola
bar, since the pieces in the bar aren’t interlocking.
36
*Recipe for Rock 6:
Extension Activity
Easy Chopped Peanut Brittle
If You Bit a Rock . . .
2 cups granulated sugar
© Geological Society of America,
http://www.geosociety.org/
1 cup Karo Syrup (supposed to be white, use dark for activity)
1/2 tsp. baking soda.
1/2 lb. raw peanuts, chopped fine to the size of garnets
Cook sugar and corn syrup over medium heat until sugar has melted.
Pour in raw peanuts. Continue cooking until mixture forms a hard ball
when dropped in cold water or just until syrup starts to turn an amber
color (about 15–20 mins.) Add 1 tsp soda and stir well. Pour into
lightly greased cookie sheet. Do not spread or touch at all. When cool,
break into pieces.
This recipe has been in the family for years and one of the best I have ever
Pat, from Nutcrackers.com
eaten.
Extension Activity Author:
Modified by Christine V. McLelland, Geological Society of America,
3300 Penrose Place, Boulder, CO 80301
Geological Society of America’s Distinguished Earth
Science Educator
“An Investment in the Future by Subaru of America”
[email protected]
37
Extension Activity
If You Bit a Rock . . .
© Geological Society of America,
http://www.geosociety.org/
Names: ______________________________________________
______________________________________________
Extension Activity:
If You Bit a Rock . . .
Student Page
Purpose: To observe and describe physical characteristics of a
familiar model (candy bars) and apply to the unfamiliar (rocks).
Our Candy Bar: _________________________
_________________________
_________________________
Background: Good observations set the foundation for good
interpretations. The ability to carefully observe and describe things
improves with practice. Here is a chance to practice your observation
skills on something you are already familiar with: candy bars! Can you
describe the physical characteristics of these edible samples without
using food terms? Could you or someone else identify the sample after
reading your descriptions? Try it!
Materials: Each team should obtain one prepared edible sample;
sketch paper.
Procedure:
1.Choose a sample to observe and describe. You may remove the
sample from the bag, but handle it as little as possible to prevent
melting. Do not taste it!
2.Make a detailed sketch of the sample on the sketch paper. Draw
what you see, not what you think it is. Show the interior and
exterior details. You may label parts of the sketch, but do not use
any food terms.
3.Write 2 to 3 sentences describing the physical characteristics of the
interior and exterior of the sample on the back of this page. Do
not use food terms. For example, do not use the word “chocolate.”
Make your description as clear and complete as you possibly can.
4.How descriptive were you? If all the samples were placed in a row,
could a classmate match your description to the correct sample?
Try it! Can you match your description to the “Field Note” Sample
Descriptions on the “key” table? Go and try to find your sample.
Ask your teacher if you are right. When you have found the correct
description, compare the rock sample to your candy bar sample.
Do they look alike? Remember, color is not necessarily indicative
of rock type, so the color of candy sample and rock sample may
differ. Under your own description on the back of this page, write
the name and type of rock you have and write out the field note
description. List all the similarities between your candy bar and the
rock and any dissimilarities you may see.
38
Texture Terms: Your students should be familiar with the classification
charts of the three major rock types and exposed to the terms listed
below (modify these to match your particular classification scheme):
Igneous Rocks: To identify an igneous rock, follow these steps:
1.Identify the rock’s texture, especially grain-size and any specific
textural features (e.g., porphyritic).
2.Identify the rock’s color index (CI – proportion of mafic [dark] and
felsic [light] mineral crystals) and any specific minerals that can be
seen.
3.Classify the rock using an igneous flowchart or classification
scheme.
Sedimentary Rocks: To identify a sedimentary rock:
1.Determine and record the rock’s general composition as chemical
or clastic.
2.Identify the rock’s texture.
3.Determine the name from a classification chart.
4.After you have named the rock you can infer the origin of the rock.
Metamorphic Rocks: To identify a metamorphic rock:
1.Identify the rock’s textural features, especially if it is foliated or
nonfoliated, whether it is fine-, medium-, or coarse-grained, and
any other specific textural features (e.g., porphyroblastic)
2.Determine and record the rock’s mineralogical composition if
possible and other distinctive features (e.g., luster, kind of rock
cleavage).
3.Use a metamorphic classification chart to determine name.
4.After you have named the rock you can infer the parent rock.
39
Extension Activity
If You Bit a Rock . . .
© Geological Society of America,
http://www.geosociety.org/
Extension Activity
If You Bit a Rock . . .
© Geological Society of America,
http://www.geosociety.org/
Glossary
amygdaloidal: a textural term describing volcanic rocks that contain
numerous amygdules, which are gas cavities (vesicles) in volcanic rock
that have been filled with mineral matter such as calcite, chalcedony,
or quartz
consolidated: Materials are attached, firm and coherent.
density: the amount of mass per unit volume of an object; the
distribution of a quantity (as mass, electricity, or energy) per unit
usually of space (as length, area, or volume)
felsic: an igneous rock composed chiefly of light-colored minerals;
opposite of mafic
fine-grained: See “grain size” below.
amygdaloidal basalt,
© www.gc.maricopa.edu
foliation: Used to describe the texture of a metamorphic rock.
Foliations are somewhat parallel layers of flat (platy) mineral
crystals, such as micas, that have been aligned due to pressure
and recrystallization. This gives the rock a linear, platy, or banded
appearance. Foliation can be wavy or folded due to deformation of
the rock during metamorphism. Nonfoliated metamorphic rocks lack
foliations although they may have isolated stretched crystals, fossils,
or fragments. The crystals of the rock look more like they have been
fused together.
friable: having a texture that crumbles naturally or is easily broken;
flaky
grain size: the size of the particles in the rock; used commonly for
sedimentary rocks, where it refers to the size of the sediments
The following scale applies. Clay: up to 1/16 (0.0635) mm; sand:
1/16–2 mm; gravel: greater than 2 mm. In igneous rocks, grain size
refers to the size of the crystals. Some may have no crystals, indicating
the rock cooled quickly, and some cool so quickly they are actually
glassy. Aphanitic or fine-grained means crystals are too small to see
without a hand lens (generally < 1 mm). Phaneritic rocks have crystals
that can be seen with the naked eye and are medium-grained (up
to 2mm), coarse-grained (2 mm – 10 mm) or very coarse-grained
(pegmatitic, > 1 cm). Igneous rocks can have other textures, described
in this glossary (porphyritic, vesicular, pyroclastic, amygdaloidal).
Use the same size classification for fine-, medium-, or coarse-grained
metamorphic rocks.
40
garnetiferous: containing garnets, a red-black semi-precious mineral.
A garnetiferous schist contains garnet produced during metamorphism.
Extension Activity
matrix: the natural material (as soil or rock) in which something
(as a fossil or crystal) is embedded; usually fine-grained
© Geological Society of America,
http://www.geosociety.org/
If You Bit a Rock . . .
mafic: an igneous rock composed chiefly of dark, iron and magnesiumrich minerals
molten: rock material that is a melted, hot liquid
phenocrysts: the larger crystals in a porphyritic igneous rock,
surrounded by the finer-grained matrix
porphyritic: An igneous rock that has two distinct crystal sizes is said
to have a porphyritic texture. A porphyritic rock is often formed when
a body of magma cooled slowly at first, allowing the larger crystals to
form, and then more rapidly later, forming the fine-grained matrix.
For this activity, use a fine-grained basalt (dark) or andesite (medium)
with one set of crystals dispersed throughout it. A similar texture in
metamorphic rocks is porphyroblastic, where larger crystals have grown
in a fine-grained groundmass.
pyroclastic: Texture of an igneous rock formed from the rocky
materials that have been fragmented and ejected by explosive volcanic
eruptions. Examples are volcanic tuff (made of fine-grained ash, <2
mm) and volcanic breccia (made of cinders (2–64 mm) and volcanic
bombs (>64 mm).
texture: a) the disposition or manner of union of the particles of a
body or substance; b) the visual or tactile surface characteristics and
appearance of something
vesicles: Gas bubbles that are trapped in cooling lava are called vesicles,
and the rock is said to have a vesicular texture.
41
Pyroclastic flow from the 1980 eruption
at Mount St. Helens in Washington
State. USGS photo by Donald Swanson.
Extension Activity
If You Bit a Rock . . .
© Geological Society of America,
http://www.geosociety.org/
Candy Bar Descriptions
These food descriptions are in geologic “Field Note” style. Therefore,
they may be short and sometimes cryptic with geologic terminology.
The descriptions refer to the interior of the candy bar if it has a
chocolate coating unless otherwise noted.
1.Alternating light- and medium-colored material in parallel layers;
layers appear to be fine- to medium-grained.
2.Buff-colored matrix containing rounded particles of varying sizes
bound together
3.Dense medium-brown sample, fine-grained and homogeneous; flat
on the bottom with three parallel ridges on top
4.Very thin layers of friable, shiny to dull golden, platy fine-grained
fragments
5.Layers of varying color and texture; one is smooth and finegrained, another contains rounded inclusions and blebs
6.Thin, fine-grained, medium-colored matrix with strong layering,
containing small, angular inclusions
7.Sample has a thin layer of dense, fine-grained, brown matrix,
containing angular and semi-angular inclusions.
8.Medium-brown, fine-grained matrix with round air bubbles and
small, light-colored, rounded particles
9.The material appears to be a matrix of minerals of varying size,
color, and composition, often interlocking.
10.Sample has a homogeneous light-brown interior with a frothy
texture, indicating a high percentage of gas (air) during formation.
Rock Descriptions
1.Sandstone: medium-grained, light-colored sedimentary rock made
of fine to medium quartz sand with evident layering
2.Conglomerate: a coarse-grained clastic sedimentary rock with
rounded pebbles of various rocks
3.Shale: well-bedded, fine-grained clastic sedimentary rock made up
primarily of mud/clay; may come in a variety of dark colors
4.Schist: a foliated (layered) metamorphic rock with predominant
mica
5.Gneiss: a strongly foliated (layered) metamorphic rock with bands
or streaks of light and dark minerals
6.Garnetiferous schist: a foliated (layered) metamorphic rock with
garnet and two types of mica. Garnets are red-black equant
porphyroblasts.
42
7. Porphyritic basalt or andesite: a mafic igneous volcanic rock, with
a dark to medium fine-grained matrix containing angular, darkcolored phenocrysts
8. Amygdaloidal basalt or andesite: a mafic igneous volcanic rock,
with a dark to medium (possibly reddish) fine-grained matrix
containing rounded, lighter-colored phenocrysts and vesicles
9. Granite: a coarse-grained, light-colored igneous rock with
interlocking grains of quartz, feldspar, and mica
10. Pumice: a highly vesicular and glassy, light-colored, igneous
volcanic rock. A hand lens shows the glassy texture and vesicles.
The vesicular texture indicates a high percentage of gas in the
molten material during formation. Less dense than water (will
float).
Extension Activity
If You Bit a Rock . . .
© Geological Society of America,
http://www.geosociety.org/
Answer Key:
Sample
Candy BarRock
1.
Big Kit Kat if layered
sandstone with evident layers (sedimentary)
2.
Snickers Crunch or Rice Cereal Treat
conglomerate (sedimentary)
3.
Hershey Bar
shale (sedimentary)
4.
Butterfinger or
Kit Kat
schist (metamorphic)
5.
Snickers (if granite gneiss)
or Oreo
gneiss (metamorphic)
6.
Chopped Peanut Brittle (see recipe on page 43)
garnetiferous schist [or other mineral] (metamorphic)
7.
Mr. Goodbar
porphyritic andesite, rhyolite or basalt (igneous)
[see glossary]
8.
Nestle Crunch or
Hershey’s Krackel amygdaloidal andesite, rhyolite or basalt (igneous)
[see glossary]
9.
Chewy chocolate chip
granola bar granite (igneous) – not perfect, because chips/oats not
interlocking
10.
3 Musketeers
pumice or frothy scoria (igneous)
Lesson Plan Modified by Christine V. McLelland, Subaru Distinguished Earth Science Educator, 2002–2003, Geological Society of
America, Boulder, CO: [email protected]
43
Travelin’ Trunk Lesson:
Grand Canyon Rock Layers
Duration: five class periods for Jell-O procedure; other times vary based on suggested procedures and
extension activities chosen
Location: classroom or outdoors
Key Vocabulary: superposition, horizontal deposition, strata, fault, crosscutting relationship, downcutting, uplift, erosion, debris flow, deep time, sequence, dynamic, unconformity, Colorado Plateau, fossil,
petrified, extinct
Trunk Materials: posters, An Introduction to Grand Canyon Geology, uplift erosion cards, Field Guide
to Geology along the Bright Angel Trail, NPS’s Grand Canyon Geology, Fun Guide to Exploring Grand Canyon
National Park
Extension Activity Materials: Grand Canyon Stacking Blocks, Carving Grand Canyon, cards
(labeled rock, river, etc.), Rainbow of Stone DVD, Rainbow of Stone Viewing Guide, 46-foot rope, timeline
cards, Grand Canyon Yardstick of Geologic Time, Grand Canyon Ranger Minute How Old is this Canyon? by
Ranger David Smith DVD, Grand Canyon Ranger Minute How Was the Canyon Formed? by Ranger Andy
Pearce DVD, Fossils Tell of Long Ago, Earth Science for Every Kid, An Introduction to Grand Canyon Geology,
fossil samples, Pockets: A Fossil Book, If You Are a Hunter of Fossils, Life in Stone
Additional Materials/ Equipment (not supplied): five packages of Jell-O (different
colors), clear plastic cups, plastic spoons, water and pitcher, heat source for boiling water, refrigeration
(cafeteria), fruit to represent fossils, large cafeteria tray, empty spray bottle for water, Oreo cookies, cardboard
or clay, chart paper, graph paper, markers or crayons, DVD player, paper cups, paper plates, additional objects
to “fossilize,” petroleum jelly, art plaster, shells for fossil imprints, clay
Arizona Science Standards:
S1:C1, C2, C3, C4; S2: C2;
S6:C1, Grade 3, PO 4, PO 5; Grade 7, PO 3, PO 4; C2, Grade 4, PO 1, PO 2, PO 3, PO 4, PO 6; C2,
Grade 7, PO 3, PO 5
Learning Objectives: The student will be able to:
1.Observe and explain geological concepts including horizontal deposition, superposition, and
stratification
2.Chart layers and interpret results using appropriate vocabulary
3.Explain the role of deposition, uplift, and erosion in the formation of Grand Canyon
4.Explain in simple terms how Grand Canyon formed and that some things about its formation remain
mysteries that scientists are still trying to solve
5.Correctly place events according to scale in geologic time
45
Travelin’ Trunk Lesson
Grand Canyon Rock
Layers
Background:
Grand Canyon is famous for the beauty of the many rock layers
exposed and for the stories they tell. Scientists from all over the world
come to study the rocks. Although much is known about the age of the
layers and what formed them, much is still unknown about how the
canyon itself was formed. The Colorado River carved the canyon, but
how the river got there and began the process remains a mystery that is
still actively studied and debated.
The oldest rock at Grand Canyon, found in the Inner Gorge at the
bottom of the canyon, is metamorphic rock. Metamorphic rock forms
when rock is put under high heat and pressure. Igneous rock, also
found in the Inner Gorge, and in some western and eastern parts of
Grand Canyon, was formed by molten rock that cooled and hardened.
Most of the rock layers at Grand Canyon are sedimentary rock.
Sedimentary rock forms when the sediments (dirt) of rivers, streams,
seas, or deserts are laid down and cemented together over long periods
of time.
After the sedimentary rock was deposited, the next critical part of the
process involved uplift of the Colorado Plateau. Uplift is an elevation,
or rise, of part of the earth’s surface. Uplift can raise rock that formed
on the seafloor up above sea level. The Colorado River cuts across the
portion of the plateau called the Kaibab Uplift. The highest part of
the Kaibab Uplift is more than 9,000 feet above sea level and is north
of the canyon’s North Rim. The canyon was formed as the Colorado
River cut through many rock layers. The river continues to cut the
canyon deeper even today. Rain, snowmelt, and water from side
streams widen and deepen the canyon. This process of cutting rock and
moving dirt away is called erosion. Heavy storms create flash floods
that sometimes make rapid and dramatic changes to the canyon by
moving lots of rock and dirt in a short period of time. The softer layers
of rock erode more readily than the harder layers. The result is that the
harder layers stand as cliffs, and the softer layers erode away to create
gentle slopes. The harder layers may be undermined by erosion of the
softer layers, causing cliffs to collapse.
The principle of superposition is used to determine relative ages of
rock layers (strata). According to this principle, before the topmost
layer of rock was laid down, the layer below it must already have been
deposited. Any layer will be older than the layer above it and younger
than the layer below it. In other words, the stuff on the bottom is older
than the stuff on the top.
In addition, the principle of original horizontality explains that
sediments are generally deposited in a horizontal (or nearly horizontal)
plane, parallel to the surface over which they are deposited. Thus, if
a sequence of strata is not horizontal, but tilted at an angle, scientists
conclude that the event that produced the tilting must have occurred
46
after the strata were laid down. Each stratum, or individual rock layer,
represents a specific time period.
For more information see An Introduction to Grand Canyon Geology,
pages 18–26.
Suggested Procedure:
Part One: Jell-O Layers:
20 minutes per day (for five days) plus additional discussion and eating
time on day five
Day One
Introduce students to the principle of superposition. Explain that this
principle helps geologists establish a relative time sequence for the rock
layers exposed at Grand Canyon.
1.Give each student a plastic cup with his or her name written on the
bottom.
2.Following the directions on the package of Jell-O, dissolve one
of the flavors in hot water. Add cold water as directed and pour a
small amount of the mixture into each plastic cup. Allow the layer
to set overnight in a refrigerator. Make extras to use for discussion
on the last day.
Day Two
Add a second layer using a different color of Jell-O. Track the progress
of deposition on a daily basis by drawing the layers and conducting
a discussion using appropriate vocabulary. You may use individual
student drawings and/or a classroom drawing on a flip chart or
chalkboard.
Day Three
Add another layer. Tilt the cups using cardboard or clay, leave
overnight. Ask students what natural earth processes could cause
the tilting. (Tilt results from rising magma or folding caused by the
earth’s moving plates. If this concept has not been introduced, allow
additional time to present the information.)
Day Four
Add a layer that includes fruit to represent fossils. (See fossil reference
books in the trunk.)
Day Five
Add the final layer in the morning; discuss later in the day. Discussion
should facilitate and encourage the interpretation of the Jell-O models
using the charts and appropriate vocabulary. Use the questions on the
following page to guide your discussion.
47
Travelin’ Trunk Lesson
Grand Canyon Rock
Layers
Travelin’ Trunk Lesson
Grand Canyon Rock
Layers
Day Five Questions
• What type of rock do the layers in your cup represent?
Sedimentary
• How do the layers with fossils (fruit) help establish a relative time
sequence?
• We poured the layers to make our models. How did the
sedimentary rock layers seen at Grand Canyon get there?
Deposition
• Where do you see layers of sedimentary rock in our area?
• Do any of them contain fossils?
Have students put the sequence of geologic events in order of
occurrence. For example: First layer forms, second layer forms, third
and fourth layers are tilted, etc.
Explain the relationship of two or more of the layers seen in your
model. For example, students might say, “The early lemonian
is younger than the limaceous stratum, but older than the late
grapeonium stratum.”
Push spoon through Jell-O layers top to bottom, then ask “Which is
older: the cut made by the spoon or the layers?”
Evaluations: Ask students to write two or more things that
they have learned from this activity. Make charts and vocabulary lists
available to assist students as desired.
Extension Activities:
1.Take a field trip to an area where sedimentary layers are visible.
Examine the layers and collect samples (if permitted by land owner
or managing agency) for further study. Have students draw what
they see and write in a journal. If there are fossils present, read out
loud from If You Are a Hunter of Fossils to help students visualize
what this area was once like.
2.Grand Canyon Rock Layers Mnemonic and Strata Column
3.Oreo Plate Tectonics
4.Geologic Timeline
5.View Rainbow of Stone DVD (40 minutes)
6.Clues of the Past: Fossils
7.DK Pockets Fossils
48
Background:
Travelin’ Trunk Lesson
Part Two: Uplift and Erosion:
Grand Canyon Rock
Layers
Once the rock layers at Grand Canyon had been deposited, they were
uplifted. This large uplifted area, known as the Colorado Plateau,
includes portions of what are today the states of Arizona, New Mexico,
Colorado, and Utah. After this, the Colorado River began the process
of erosion that formed the depth of the canyon.
Erosion caused by rain, runoff from snowmelt, and flash flooding has
continued to widen and shape the canyon. Freezing and thawing and
the penetrating roots of plants have also played a role in breaking apart
rock. Softer layers erode more quickly than harder rock layers. The
result of this is that harder rock layers stand as cliffs and softer layers
erode away to create gentle slopes. These processes are still at work in
the canyon today.
Suggested Procedures:
Review the main types of rock (sedimentary, igneous, and
metamorphic). Explain that Grand Canyon has all of these types
of rock, and they were in place long before the canyon formed. Ask
students to think about what would be strong enough to cut through
all that rock to make a canyon. Allow time for them to share their
ideas. Tell them that you have with you an example of something that
could make a canyon. Explain that it is something they need and use
every day. Have a spray bottle of water available and explain that water
is one of the strongest forces on earth—strong enough to carve Grand
Canyon. Explain that even though scientists know that the Colorado
River carved Grand Canyon, there are many things about how it
happened that are still being studied and debated. Scientists must
gather evidence to support their theories about how Grand Canyon
was formed. Ask students why that might be difficult. (Much of the
evidence is gone or has changed over time.)
This activity is designed to help students conceptualize this
three-part process.
1.If possible, conduct the following experiments found in
Earth Science for Every Kid:
• Speedy, pages 102–103
• Wander, pages 104–105
• A good indoor option is found in Geology Crafts for Kids,
Erosion Experiment, page 71.
2.Review the process of erosion. Explain that water from the
Colorado River deepened the Grand Canyon, and water from rain
and snowmelt helped widen it. Ask if students think the canyon
has finished growing and changing. (Running water—including
the river, flash-flooding side streams, and water from snowmelt and
49
Travelin’ Trunk Lesson
Grand Canyon Rock
Layers
rain—is still carving and changing the canyon.)
3.Take a walk around the school grounds or nearby areas to find
examples of erosion. Ask students how the erosion they see is
similar to or different from the forces that created Grand Canyon.
4.Pass out a game card to each student (rock layers, floodwater,
debris flow, Colorado River, freezing and thawing, loose rock,
roots).
5.Ask the students who are rock layers to sit on the floor in a tight
group. Line up the river students to the side.
6.Tell the rock layers that forces are at work that are causing them to
rise (uplift) higher than the land around them. Ask them to slowly
stand up to demonstrate uplift.
7.When the rocks layers are standing, tell the river to begin pushing
through the rock layers (erosion). Make sure the students don’t
get too rough. Rocks need to yield to show formation of a narrow
canyon carved by the river.
8.Next have the others go through the “canyon” formed by the
“river” and widen it. Explain that as the softer layers of rock erode
away, the harder layers above them collapse. What role does gravity
play in creating and widening the canyon?
9.Explain that they have just acted out the basic sequence involved in
the formation of Grand Canyon.
Evaluations:
Write the words erosion, uplift, and deposition on the board. Ask
students to write them in order and to write a one- or two-sentence
explanation of the role each played in the formation of the canyon.
Encourage drawings to help demonstrate their explanations.
50
Extension Activity:
Extension Activity
Grand
Canyon Mnemonics
A mnemonic device is used to help you remember.
Use the first letter of each geologic layer to form
a fun sentence.
Know
The
Canyon’s
History.
Study
Rocks
Made
By
Time.
51
Grand Canyon
Mnemonics
Extension Activity
Grand Canyon
Mnemonics
Know
The
Canyon’s
History.
Study
Rocks
Made
By
Time.
Use the mnemonic to
remember the first nine layers
of the Grand Canyon's rocks
from top to bottom, youngest
to oldest.
52
Canyon Dave’s Grand
Canyon Rocks and Strata
1.Kaibab Formation Limestone, Sandstone, Sandy Limestone, Chert
270 million years old, 350 feet thick
Formed under a shallow sea less than 300 feet deep, as shown by
the presence of corals, most of which need sunlight to grow. In
this time of abundant sea life, all the continents had come together
to form the continent of Pangaea, where primitive reptiles and
amphibians “ruled” the land.
2. Toroweap Formation
Sandstone, Limestone, Shale 273 million years old, 250 feet thick
The Toroweap is similar to the Kaibab but formed in shallower
water. Pink or tan sandstone and shale, with salt and gypsum beds
dominate. The layer forms a slope below the Kaibab cliff, but there
is a fifty-foot limestone ledge near the bottom. Fossils are similar to
those found in Kaibab but are sparser.
3.Coconino Sandstone Desert Sandstone 275 million years old, 350 feet thick
Three million years of shifting sand dunes near a coastline resulted
in the Coconino. Abundant small reptiles, spiders, and scorpions
are known only from their tracks in this layer.
4. Hermit Formation
Siltstone, Shale, Sandstone 280 million years old, 300 feet thick
The Hermit formed during a time of delta sands and muds, ferns,
and conifer trees. Fossils in this layer include abundant reptile or
amphibian tracks, and insects including dragonflies.
5. Supai Group Sandstone, Siltstone, Shale, Limestone 285–315 million years old, 900 feet thick
The Supai is similar in composition to the Hermit Shale but
contains more desert sand. The Supai consists of the Esplanade
Sandstone and the Wescogame, Manakacha, and Watahomigi
formations. Each contains both terrestrial and undersea sediments.
There is beautiful red jasper in the limestone beds of the
Manakacha.
Photographs and text © Dave Thayer, www.canyondave.com
53
Canyon Dave’s Grand
Canyon Rocks and
Strata
6. Redwall Limestone
Limestone, Dolomite, Chert
340 million years old, 450 feet thick
The Redwall Limestone formed in an open seaway, far from shore,
in the “age of crinoids.” Abundant marine fossils characterize this
limestone, which is literally made from the shells of sea creatures.
There are many caverns in the cliff face of the layer.
7.Muav Limestone Limestone, Dolomite, Siltstone 505 million years old, 375 feet thick
This limestone formed relatively far from shore in the Tonto Sea of
Cambrian age. Fossils are similar to those in the Bright Angel Shale
but less numerous.
8. Bright Angel Shale Shale, Sandstone 515 million years old, 325 feet thick
Forty-seven species of trilobites—resembling small horseshoe
crabs—have been found in this sloping layer. The trilobites could
see their world—they are the first known creatures that had eyes.
9. Tapeats Sandstone Sandstone 525 million years old, 300 feet thick
The chocolate-colored Tapeats cliff formed under a sea that
encroached over the worn-down Vishnu mountains. Since the
Tapeats is only about 515 million years old and the Vishnu is
about 1,700 million, there are 1,200 million years of missing strata
below the Tapeats. This is called the Great Unconformity.
10.Vishnu Basement Rocks Schist, Granite, Gneiss 1,680–1,750 million years old, unknown thickness
Island mountains existed here, as shown by the metamorphic rocks
and granites of the Vishnu. Over hundreds of millions of years, the
mountains eroded down to sea level. Next, sediments of the Grand
Canyon Supergroup were deposited and subsequently eroded away
in most areas. Finally, the sea rolled in and deposited the Tapeats
Sandstone.
Photographs and text © Dave Thayer, www.canyondave.com
54
Extension Activity:
Extension Activity
Oreo Plate Tectonics
Lesson Overview: Students will use Oreo cookies to
demonstrate plate movement on the earth’s surface.
Objectives: Students will learn that the crust of the earth is broken
into plates and that they move slowly over time. Students will learn
that the effects of plate movement determine the kinds of geologic
activity on the planet.
Materials: an Oreo cookie for each student, napkins, a cross
section of the structure of the earth’s core layers, a map of the Colorado
Plateau
Procedures:
1.Explain the makeup of the earth’s layers: core, mantle, crust.
Focus mainly on the mantle (solid layer that flows like
plastic under heat), its molten makeup, and the crust (thin
layer on the surface of the earth broken into plates). Show
the cross section of the earth’s interior.
2.Explain that the plates move upon the molten mantle around
the surface of the earth. (If asked, tell the students the plates move
because of convection currents.)
3.Pass an Oreo and a napkin to each student, and explain that they
cannot touch or eat them yet. (It is best if the Oreos are warm so
the center is soft.)
4.Explain that the top layer of the Oreo represents the crust and the
soft center represents the mantle.
5.Have the students carefully remove the crust from the mantle.
6.Have the students carefully break the crust into two plates. (Some
cookies will break in two easily while others will crumble, allowing
you to explain that the crust is brittle in some areas and stronger in
others.)
7.Have the students place the two plates back on the mantle.
8.Demonstrate uplift, subduction, and extension by manipulating
the plates. Have the students do the same.
9.Explain the same thing that caused the uplift on their cookie is
similar to the uplift that happened at the Grand Canyon.
55
Oreo Plate Tectonics
Extension Activity
Geologic Timeline
Extension Activity:
Geologic Timeline
Duration: two class periods
Location: classroom
Key Vocabulary: dynamic, deep time, sequence, uplift, erosion,
million, billion, scale
Trunk Materials: 46-foot rope, timeline cards,
An Introduction to Grand Canyon Geology, Grand Canyon Yardstick
of Geologic Time, Ranger Minute How Old is This Canyon? Ranger
David Smith DVD, Rainbow of Stone DVD, Rainbow of Stone
Viewing Guide
Additional Materials and Equipment (not
supplied): markers or crayons, graph paper, DVD player
Learning Objectives: Students will be able to:
1.Describe in sequence the major events that created Grand Canyon
Background:
The object of this extension activity is to help students understand the
concept of geologic time. This, in turn, provides an understanding
of the relative age of the rocks found at the canyon. Grand Canyon
rocks range from the 1.7-billion-year-old Vishnu Schist found at the
bottom of the canyon to the 270-million-year-old Kaibab Formation,
the youngest layer, found at the top of the canyon. Igneous and
metamorphic rocks are found at the bottom of the canyon and are
called the canyon’s Precambrian basement rocks. Rivers, streams,
and receding seas deposited most of the sedimentary layers above the
basement rocks. Desert winds were responsible for depositing a small
amount of the rock. See pages 18–26 of An Introduction to Grand
Canyon Geology for further explanation.
Suggested Procedure:
Part I: Personal Timeline
Grades 3–5
Explain that each student is to make a personal timeline of his or her
life. Brainstorm a list of significant events that they might include on
their timelines (moves, births of siblings, learning to read, learning
to ride a bike, etc.). Encourage them to think of things that have
happened in their lives that might not have happened to anyone else.
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1.Have students draw a horizontal line on the graph paper left to
right. Have students then list significant events on the timeline in
order of their occurrence.
2.Display and share timelines as time permits.
Grades 6–8
Explain that each student is to make a personal timeline of his or her
life. They will record their timeline to scale from birth to present using
graph paper.
1.Determine scale for one year (e.g., one square = one year).
Timelines must indicate the beginning (birth), middle, and present
time, and include at least eight significant events in the order or
sequence in which they occurred.
2.Share with class.
Explain that in this lesson we will be creating a timeline for earth.
This timeline will involve thinking about geologic or “deep time”
(thousands, millions, and billions of years). Tell them that just like
their personal timelines, the earth’s timeline will have a beginning,
middle, and present time.
Part II: Earth’s Timeline
All Grades
1.Lay out the 46-foot length of rope in an appropriate space
(a hallway or gym). Explain that this length represents the
approximate age of the earth. Ask them how this model differs
from their personal timelines (it is much longer). Introduce the
concept of deep time.
2.Refer back to previous lessons in which canyon rocks and layers
were discussed. Explain that we are going to look at the important
events on the earth’s timeline that relate to Grand Canyon and try
to put them in sequence as they did on their personal timelines.
3.Initially have students sit along the second half of the timeline. Ask
why no one is sitting along the first half (because nothing related to
Grand Canyon happened during the first half ).
4.Show each of the timeline cards in order and have students discuss
the correct placement for that layer on the timeline based on
timeline cards. Discussing each one with regard to the conditions
that existed at that time and the type of rock left behind.
5.Explain that the rock had to be laid down before the canyon could
form. Discuss their ideas about why.
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Extension Activity
Geologic Timeline
Extension Activity
Geologic Timeline
Evaluations:
Part III: Geologic vs. Personal Timeline
Grades 6–8
1.Ask students to write a paragraph explaining how their personal
timelines differ from the earth’s timeline.
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Extension Activity:
Extension Activity
Rainbow of Stone DVD
Duration: one or more class periods
Location: classroom
Key Vocabulary: deep time, unconformity
Trunk Materials: Rainbow of Stone DVD and viewing guide
Additional Materials and Equipment (not
supplied): modeling clay, plaster of paris, TV and DVD player
Learning Objectives: Students will be able to:
1.Explain the rock cycle using a drawing and labels
2.Give examples showing that the rock cycle is an ongoing process
3.Demonstrate understanding that Grand Canyon is an erosional
feature that is much younger than the rocks through which it cuts
Background: The Rainbow of Stone DVD tells the geologic story
of Grand Canyon. Use of the DVD will depend on the objectives of
your study and time available.
Suggested Procedures: Preview Rainbow of Stone DVD.
1.Use the viewing guide to prepare for discussion and/or follow-up
activities.
2.Show the DVD and follow up with appropriate questions and/
or activities from the viewing guide. Ask students to take notes in
either traditional format or web-style with the topic in the center
and related ideas connected to it.
Evaluations:
Assign the task of drawing and labeling the rock cycle to students
individually or in pairs. Ask them to present it in a manner that
shows the rock cycle as an ongoing process. Ask students to write two
paragraphs on what they have learned about Grand Canyon geology.
Require a topic sentence and two or more sentences to back up or
expand upon the topic sentence. Ask them to use their notes to help—
evaluate notes and paragraphs.
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Rainbow of Stone DVD
Extension Activity
Rainbow of Stone DVD
Rainbow of Stone
DVD Viewing Guide
Name_________________________________________________
The statements go in order of the presentation. Please
listen carefully for the correct word(s) to complete each
statement.
1. The canyon is _____________ and the rocks are _____________
by comparison.
2. Deep time extends to _____________ and _____________ of
years.
3. At the bottom are the _____________ rocks—metamorphic and
igneous.
4. Erosion started to form the canyon _____________ years ago.
5. The first explorer to document the canyon was _____________.
6. The primary erosion force is the _________________________.
7. Movement of the continental and oceanic plates is about as fast as
the growth of a _____________.
8. The basement rocks in the canyon started as a floor of a
_____________.
9. Originally, _____________ miles of rock accumulated.
10. _____________ and _____________ transformed the sediments
into metamorphic rock.
11. Most of the layers of sediment were _____________ away.
12. Unconformities show where time has passed _____________.
13. Nearly _____________ of the earth’s history is forever lost.
14. From the rim, each step down the trail equals _____________
years.
15. A common ancient life-form found in the Tapeats layer is
_____________.
16. When the Tapeats layer was created, North America was located
near the _____________.
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17. The horizontal layers in the canyon are _____________ rock.
18. Sandstone was originally a _____________ environment.
19. Shale was once a _____________ with many life-forms.
20. Limestones were deposited _____________.
21. Harder limestone and sandstone form _____________ on the
Colorado River.
22. Hermit shale has fossils of _____________.
23. Coconino sandstone came from a vast _____________.
24. The cross-bedding marks in rock tell that the deposition was done
by _____________.
25. Name two creatures common to the time period during
which the Coconino layer was formed: _____________ and
_____________
26. The layers of the canyon formed before _____________ split up.
27. The Kaibab limestone came from the _____________ of a
shallow sea.
28. The layers above the Kaibab were _____________ away.
29. The North Rim is _____________ than the South Rim.
30. The key factor in cutting the canyon was _____________.
31. _____________ tons of sediment per day is moved by the
Colorado River.
32. _____________ lava flows have spilled into the canyon.
33. Some lava dams were more than _____________ feet high.
34. The layers of the canyon span _____________ of earth’s history.
35. Erosion will continue and the canyon may eventually become a
__________________________.
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Extension Activity
Rainbow of Stone DVD
Extension Activity
Rainbow of Stone DVD
Rainbow of Stone
DVD Viewing Guide
Answer Key
1. young, old
2. millions, billions
3. oldest
4. 6 million
5. John Wesley Powell
6. Colorado River
7. fingernail
8. sea
9. 8
10. heat and pressure
11. eroded/washed (either of these)
12. unrecorded
13. ¼
14. 20,000
15. trilobites/worms (either of these)
16. equator
17. sedimentary
18. beach
19. mudflat
20. offshore
21. rapids
22. insects/animals/cone-bearing plants/ferns (any of these)
23. desert
24. wind
25. spiders/scorpions/reptiles (any of these)
26. Pangaea
27. floor
28. eroded
29. higher
30. water
31. 20 million
32. 200
33. 2000
34. 1/3
35. broad valley
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Extension Activity:
Extension Activity
Clues to the Past: Fossils
Duration: one class period
Learning Objectives: Students will be able to:
1.Explain how fossils form
2.Explain what can be learned from studying fossils
3.Make and explain a simple fossil model
Background: A fossil is evidence of past life that has
been preserved mostly in rock. Fossils tell us much about
what the earth was like millions of years ago. The fossil
record at Grand Canyon is rich. Visitors on the rims
are most likely to see fossils of filter-feeding marine
invertebrates found in the limestone of the Kaibab
Formation. These include brachiopods, sponges,
and crinoids. Fossils that are found in other
canyon layers include plant remains and animal
tracks. Plants and animals left imprints in
sediment forming what is called a cast or trace
fossil. Fossils may be petrified in various ways,
such as by replacement or carbonization.
Suggested Procedures:
Ask students if they have seen fossils. Discuss
their ideas about what fossils are and how they are
formed.
1.Divide students into small groups. Conduct the
experiment from Earth Science for Every Kid, pages
48–49.
2.Discuss the fossil models that result.
3.Read all or part of Fossils Tell of Long Ago.
4.See pages 28–36 in An Introduction to Grand Canyon Geology
for drawings and photos of depositional environments and fossils
of Grand Canyon.
5.Discuss the following:
• Why are scientists interested in fossils?
• What kinds of things can be learned by studying fossils?
• What do you find interesting about fossils?
• Why are fossils frequently found in sedimentary rock layers but
rarely in metamorphic or igneous rock?
• Why are some things fossilized and most are not?
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Clues to the Past:
Fossils
Extension Activity
Clues to the Past:
Fossils
Take a field trip to a local area where fossils can be found. Identify
and make rubbings or casts using art plaster or clay. Read If You Are a
Hunter of Fossils before, during, or after your trip.
1.Ask students to bring in any fossils they may own so they can be
identified, labeled, and displayed. Use Pockets: A Fossil Book to
assist with identification.
2.See page 38 in Nature Scope Geology: The Active Earth,
Activities #5: Shake It Up and #7: The Layered Jar.
3.Let students review Fossils by Douglas Palmer.
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Resources and Information:
Additional Subject Information
and Activities
Rock Identification
Geology Rocks!: Can Your Rocks Pass the Scratch Test?, Powder Soft or Diamond Hard?, Hard Choices,
Great Geologists!, Mineral Matchup!, Streakers!, Play Rock Tic-Tac-Toe!, The Name Game,
Digging Deeper, pages 38–42
Geology the Active Earth: Mystery Minerals, Which Mineral is Which?, Grow a Crystal, pages 25–27
Igneous Rock
Earth Science for Every Kid: Squirt, pages 86–87
Geology Crafts for Kids: Igneous Pop!, pages 58–59
Geology Rocks!: Blowing and Flowing, What’s Cookin’, Lava Lingo!, Meet Iggy!, Sugar on a Sheet,
Sugar on a Stick, It’s Crystal Clear Now!, Is There a Volcano in Your Neighborhood?, pages
16–20
Metamorphic Rock
Earth Science for Every Kid: Crunch, pages 36–37
Geology Crafts for Kids: Metamorphic Rocks, pages 68–69
Geology Rocks!: What’s Next?, Meet Morph!, It Looks Marble-ous!, Marbleize Before Your Eyes!, Rockin’
Around the Boulevard, pages 27–30
Sedimentary Rock
Earth Science for Every Kid: Sedimentary Sandwich, pages 38–39
Geology Crafts for Kids: “Sedimental” Journey, Making Sandstone, pages 62–63
Geology Rocks!: Rocks on the Move!, It’s a Hard (Rock’s) Life!, How Do You Say Sediment?, A Recycling
Bin for Rocks?, Scouting for Sed, pages 23–24
Grand Canyon Rock Layers
An Introduction to Grand Canyon Geology
Fun Guide to Exploring Grand Canyon
Rainbow of Stone DVD
Posters
Grand Canyon Stacking Blocks
Various pamphlets
360 Degrees of Grand Canyon DVD/CD-Rom
Erosion
Earth Science for Every Kid: Speedy, Wander, pages 102–104
Geology Crafts for Kids: Mountains High, Valleys Low, pages 36–37; Erosion Experiment, page 71
Geology the Active Earth: Shaping the Landscape, pages 31–33; Crack, Crumble, and Carry, pages
37–39
Uplift
Geology Rocks!: Push Those Plates!, Whose Fault Is This?, pages 50–51
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Resources and Information
Additional Subject
Information
and Activities
Fossils
Geology Crafts for Kids: Fossil Cast, pages 95–96
Geology Rocks!: Rock Recordings, Figuring Out Fossils, Find the Fossil
Fakes!, How Impressive!, Turn That Bone to Stone! A
Paleontologist’s Puzzle, They Can Do It!, The Misnamed
Dino, The Fudge Factor, A Fossil Hunt!, Sticky Situations,
The Big Chill, Make a Good Impression!, Strut Your Stuff!,
pages 72–81
Geology the Active Earth: Secrets of the Past, Changing Times, Official
State Fossil, A Far-Out Filmstrip, Rock Detectives, The
Lowdown on Radioactive Breakdown, pages 42–57
Fossils
Fossils Tell of Long Ago
If You Are a Hunter of Fossils
Life in Stone
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Resources and Information:
Grand Canyon Geology
Vocabulary List
Colorado Plateau: A large geographic area of relatively flat-lying rock layers that have been uplifted
thousands of feet above sea level. Includes portions of Utah, Colorado, New Mexico, and Arizona.
contour lines: lines on a map that represent the elevations of the land areas that the map portrays
convection currents: transfer of material by a change in density, usually by increasing heat
cross-cutting cycle: the thing being cut is older than the thing doing the cutting
cycle: a series of events that are repeated over and over again, as in the cycle of the seasons
debris flow: a moving mass of rock fragments, mud, and water
deep time/geologic time: thousands, millions, and billions of years
deposition: the laying down of sediments
down-cutting: dissection/erosion
dynamic: in motion, always changing
erosion: the gradual wearing away of rock layers by forces of nature, such as running water, wind, or
gravity
extinct: If a type of animal or plant is extinct, it has died out.
fault: a break or crack in or below the earth’s surface along which movement has occurred; movement on
a fault causes earthquakes
flash flood: a sudden, violent flood, as after a heavy rain
fossil: Anything that has been preserved that tells about life on Earth; often, a plant or animal that has
turned to stone. Some are actual remains, some are imprints of plants or animals, and some are frozen in
icy ground or petrified.
geologist: a scientist who studies rocks, the earth, its processes, and its history
geology: the study of rocks, the earth, its processes, and its history
habitat: the place and natural conditions in which a plant or animal lives
historic: an event or place that was important in the past
igneous rock: rock formed from molten magma/lava
lava: molten rock flowing above ground
magma: molten rock below the earth’s surface
metamorphic rock: rock that has gone through changes caused by heat and pressure
mission: a special job or task
national park: land set aside by the government for preservation and public enjoyment
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Resources and Information
Grand Canyon Geology
Vocabulary List
petrified: turned to stone by minerals replacing the cells of a living
thing
preservation: the act of protecting something so that it stays in its
original state
protection: the act of guarding or keeping something safe from harm,
attack, or injury
recycle: to use over and over again
sediment: soil, sand, mud, silt, clay, or other particles of broken-down
rock; at Grand Canyon, mostly deposited by water, some by wind
sedimentary rock: rock formed from sediment that has been cemented
together
sequence: a series or collection of things that follow in order
strata: plural of stratum
stratum: a single sedimentary bed or layer no matter its thickness
superposition (principle of ): the rocks on the bottom are older than
the rocks on the top
topography: the detailed description of the physical features of an area
unconformity: a break in the rock record where layers are missing
because they have been eroded or were never deposited
uplift: to cause a portion of the earth’s surface to rise above adjacent
areas
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Resources and Information:
Grand Canyon Geology Trunk
Inventory
Teacher’s Guide
Books
Earth Science for Every Kid
Fossils Tell of Long Ago
Fun Guide to Exploring Grand Canyon (2 copies)
Geology Crafts for Kids
Geology Rocks!
Geology: The Active Earth
If You Are a Hunter of Fossils
An Introduction to Grand Canyon Geology (2)
Life in Stone
Fossils
Audio/Video
360 Degrees of Grand Canyon (DVD/CD-ROM)
Bill Nye the Science Guy: Rocks and Soils (DVD)
National Park Service The Views (DVD)
Rainbow of Stone with viewing guide (DVD)
Rock Cycle with viewing guide (VHS)
Grand Canyon Suite (CD)
Sounds of the Grand Canyon (CD)
Grand Canyon National Park: A Visual Journey PowerPoint CD
Posters
Grand Canyon Geology
Grand Canyon (scenery)
LANDSAT poster
Sky Terrain Recreation Grand Canyon Map
Pamphlets
Grand Canyon Yardstick of Geologic Time (5)
NPS Grand Canyon Geology/Life along the Rim (10)
Pocket Field Guide to Geology along the Bright Angel Trail (10)
Pocket Field Guide to Grand Canyon (2)
A Quick Look (2)
Other
rope and timeline cards
rock samples with key
rock type scenario cards (3 types, 5 sets each)
hand lenses (6)
fossil samples
game cards (rock, debris flow, etc.)
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Resources and Information:
Related
Web
Sites
Listed are Web sites that you may find of interest.
General Grand Canyon Sites
Grand Canyon National Park
http://www.nps.gov/grca
Grand Canyon National Park Environmental Education
http://www.nps.gov/grca/education
Includes information on a variety of programs, activities, and contact information for the park’s
environmental education specialist.
Grand Canyon Association
http://www.grandcanyon.org/fieldinstitute/educators.asp
Information on educational opportunities and materials can be found here as well as information pertinent
to the trunk program.
Geology Sites
National Park Geology Tour
http://www2.nature.nps.gov/grd/tour/index.htm
This National Park Service site offers a variety of resources including a sizeable section on Grand Canyon
geology.
Geological Society of America Free Teacher Resources
http://www.geosociety.org/educate/
Grand Canyon Geology Symposium
http://wwwflag.wr.usgs.gov/GCSymposium/
Here you will find information about the geology symposium held in June 2000 at Grand Canyon
National Park.
U.S. Geological Survey
http://mapping.usgs.gov
Lists many Web sites that contain information of geologic interest.
Nature Science
http://www.naturescience.org
Learn more about fossils and rocks of Grand Canyon.
Other Sites
Using the search engine of your choice, type in “Grand Canyon geology.” You will find other interesting
sites from which to choose.
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Resources and Information:
Packing and Shipping
Packing:
Please reassemble the trunk contents as you found them. Double-check to be certain all “pieces” are repacked
by using the Trunk Inventory. This will ensure that the next user will have all they need, and will save the
time and trouble of tracking down missing pieces. If pieces have been lost or damaged, please notify us so
that we may replace them.
Shipping:
Please carefully read the following return shipping instructions.
The return shipping fee is already paid!! Use the enclosed return shipping label to ship the trunk back to us
via UPS ground.
Note: If your school has regularly scheduled UPS shipping and receiving service, arrange for the trunk to go
to your school’s pickup/drop off location for UPS pickup.
Note: If your school does not have regularly scheduled UPS service, you must take the trunk box to an
authorized UPS location such as UPS Store, Mailboxes, etc., or give the labeled box to any UPS driver. To
find the nearest authorized UPS location, call UPS at
(800) 742-5877, or visit their Web site at www.ups.com.
If you have any questions regarding return shipping procedures,
please call the Grand Canyon Association toll-free at
(800) 858-2808, ext. 7142.
If you have not sent your shipping fee, please send a check for one of the following amounts, depending on
your location:
$20 for Arizona
$30 for states bordering Arizona
$45 for all other states
Send Check To:
GCA/Travelin’ Trunks
PO Box 399
Grand Canyon, AZ 86023-0399
Questions:
If you have questions or problems, please contact us!
Grand Canyon Association
(800) 858-2808, ext. 7142
E-mail: [email protected]
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Resources and Information:
Evaluation Form
Evaluation forms are provided to help us improve existing and future educational outreach endeavors.
We appreciate you taking a few moments to complete and return this form.
School/Group Name: ______________________________ City: _______________________________
Name of Trunk Used: __________________________________________________________________
1.How many students used the trunk? __________
2.How many teachers used the trunk? __________
3.Have you used GCA Travelin’ Trunks in the past? __________
4.Are you planning to use a trunk next school year? __________
5.How did you pay for the shipping fee?
School funds: _________ Personal funds: _________ Parent Group: _________ Other: _________
6.Please check items that were used:
q teacher guide
q lesson plans
q extension activities
q DVDs
q CDs
q CD-ROM
q books
q posters
q PowerPoint CD
q other (please be specific):__________________________________________________________
7.Favorite activity?____________________________________________________________________
8.Please rate your overall experience with the trunk by checking below:
q excellent
q good
q good, but needs improvement
q poor
Additional Comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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