DOCUMENT RESUME ED 376 025DOCUMENT RESUME ED 376 025 SE 054 366 TITLE Old as the Hills. Morrow Mountain State Park: An Environmental Education Learning Experience Designed for Grades

DOCUMENT RESUME

ED 376 025 SE 054 366

TITLE Old as the Hills. Morrow Mountain State Park: AnEnvironmental Education Learning Experience Designedfor Grades 5-7.

INSTITUTION North Carolina State Dept. of Environment, Health,and Natural Resources, Raleigh. Div. of Parks andRecreation.

PUB DATE Aug 93NOTE 104p.; For other Environmental Education Learning

Experiences, see SE 054 364-371.AVAIL LE FROM North Carolina Division of Parks and Recreation, P.O.

Box 27687, Raleigh, NC 27611-7687.PUB TYFT. Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Classification; *Environmental Education;

Experiential Learning; Field Trips; *Geology;Intermediate Grades; Junior High Schools; MiddleSchools; *Outdoor Activities; *Outdoor Education;*Petrology; Teaching Guides

IDENTIFIERS *North Carolina; State Parks

ABSTRACT

This learning packet, one in a group of eight, wasdeveloped by the Morrow Mountain State Park in North Carolina forGrades 5-7 to teach about the identification and formation of rocks.Loose-leaf pages are presented in 10 sections that contain: (1)

introductions to the North Carolina State Park System, the MorrowMountain State Park, and to the park's activity packet; (2) a summaryof the activities that includes major concepts and objectivescovered; (3) pre-visit activities on sedimentary, metamorphic, andigneous rock formation; (4) on-site activities on rock classificationand erosion; (5) post-visit activities designed to reinforce andreview previous lessons; (6) a list of 44 related vocabulary words;(7) a summary of the Uwharrie Mountains Geology; (8) necessary parkand parental permission forms for the visit; and (9) blank pages fortaking notes. Contains 16 references and includes a separateeducator's guide. (MDH)

***********************************************************************

Reproductions supplied by EDRS are the best that can be made* from the original document.***********************************************************************

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-PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

X) This document has been reproduced asreceived from the person or organizationoriginating it

(1 Minor changes have been made to improvereproduction (iety

Points of view or opinions stated in this docu-ment do not necessarily represent officialOERI position or policy

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THE HILLS

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"Rocks and clay are part of the MotherThey enierge in various forms, but atsome time before, they were smaller

particles of great boulders. At a latertime they may again become what

they once were. Dust."

Leslie Marmon Silko. h. 1948American Writer

4

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Funding for this publication was generously provided by

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N.C. Division of Parks and RecreationDepartment of Environment. Health. and Natural Resources

IE) IE NJ IF{

James B. I lum Jr. Jonat;ian 13. HowesGovernor Secretary

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Other Contributors . . .

Cumberland County School System;

The N.C. Department of Public Instruction;

The N.C. Geological Survey;

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

and the many individuals and agencies who assistedin the review of this publication.

5(X) copies of this public documentwere printed at a cost of

per copyS2.25() or $4.50 per copy

® Printed on recycled paper.g-93

iii

1. IntroductionIntroduction to the North Carolina State Parks SystemIntroduction to Morrow Mountain State ParkIntroduction to the Activity Packet for Morrow Mountain State Park

2. Activity Summary

1.1

1.2

2.1

3. Pre-Visit Activities"1 Layer on Layer 3.1.

'2 Cooking, Volcano Style 3.2

'3 Hard Rock Crayola 3.3

44 Cracking Up 3 4

4. On-Site Activities"1 Rock ID 4.1

'2 Water Over The Rocks 4.2

5. Post-Visit Activities"1 What's Your Crystalline Structure?'2 Geology Jeopardy

5 I5

6. Vocabulary 6.1

7. References 7.1

8. AppendixSummary of the Uwhanie Mountains Geology 8.1

9. Forms 9.1

10. Notes 10.1

iv

Introduction to the North Carolina State Parks System

preserving and protectingr North Carolina's naturalresources is actually a rela-tively new idea. The seeds ofthe conservation movementwere planted early in the 20thcentury when citizens werealerted to the devastation ofMount Mitchell. Loggingwas destroying a well-knownlandmark - the highest peakeast of the Mississippi. Asthe magnificent forests ofthis mile-high peak fell tothe lumbermen's axe,alarmed citizens beganto voice their opinions.Governor Locke Craigjoined them in their effortsto save Mount Mitchell.Together they convincedthe legislature to pass a billestablishing Mount Mitchellas the first state park.

That was in 1915. TheNorth Carolina State ParksSystem has now been estab-lished for more than three-quarters of a century. Whatstarted out as one small plotof public land has grown into

59 properties across the state.including parks, recreation

Morrow Mountain State Park, NC

areas, trails, rivers, lakesand natural areas. This vastnetwork of land boasts someof the most beautiful sceneryin the world and offers endlessrecreation opportunities. Butour state parks system offersmuch more than scenery andrecreation. Our lands and wa-ters contain unique and valu-able archaeological,geological and biologicalresources that are importantparts of our natural heritage.

As one of North Carolina'sprincipal conservation agen-cies, the Division of Parksand Recreation is responsiblefor the more than 125,0(X)acres that make up our stateparks system. The Divisionmanages these resources forthe safe enjoyment of the pub-lic, and protects and preservesthem as a part of the heritagewe will pass on to generationsto come.

An important componentof our stewardship of theselands is education. Throughour interpretation and environ-mental education services,the Division of Parks andRecreation strives to offerenlightening programs whichlead to an understanding andappreciation of our naturalresources. The goal of ourenvironmental educationprogram is to generate anawareness in all individualswhich cultivates responsiblestewardship of the earth.

For more information contact:

NC Division of Parks andRecreation

P.O. Box 27687Raleigh, NC 27611-7687

919/ 733-PARK

1.1 August 1993

First-time visitors to MorrowMountain State Park are

often surprised to find suchmountainous terrain in south-central North Carolina. TheUwharric Mountains lie on theeastern edge of the Piedmontplateau, forming a barrier ofsteep hills and ridges betweenthe Coastal Plain and the gen-tly rolling Piedmont.

The Uwharrie Mountains,of which Morrow MountainState Park is a small part, wereformed over 500 million yearsago. At that time, this area wasa flat sea. Weak places in the

I I 1

ocean floor began to spewforth lava, that built up, andeventually gave rise to theUwharries. Today these moun-tains appear as rounded, gentlysloping hills.

In the 1930's, a local com-mittee began to generate inter-est in a state park in the area.By 1937, the committee hadacquired more than 3,000 acresof land, much of it donated bythe citizens of Stanly County.As a result of their efforts,Morrow Mountain State Parkwas opened to the public in thesummer of 1939. Early devel-

opment was a cooperativeeffort of the Civilian Conser-vation Corps and the WorkProjects Administration. Workcrews constructed many of thepark's facilities, including thestone bathhouse. Today, thepark comprises almost 5,00()acres of the Uwharrie land-scape.

Morrow Mountain StatePark affords the student theopportunity to study two ofthe three basic rock types(metamorphic and igneous)and the geological processesof mountain building, volcan-ism, weathering and erosion.

For more information contact:

Morrow Mountain State Park49104 Morrow Mountain Rd.

Albermarle, NC 28001(704) 982-4402

Morrow Mountain State Park, NC August 1993

11

rr he Environmental Edu-1 cation Learning Experi-

ence (EELS), Old as theHills, was developed to pro-vide environmental educationthrough a series of hands-onactivities geared to MorrowMountain State Park. Thisactivity packet is designedto introduce the student tothe geology of the UwharrieMountains. It is targeted forthe 5th through 7th gradesand meets established cur-riculum objectives of theNorth Carolina Departmentof Public Instruction.

There are three types ofactivities in this packet; pre-visit activities, on-site activi-ties and post-visit activities.On-site activities will beconducted at the park, whilepre-visit and post-visit activi-ties are designed for theclassroom environment. Pre-visit activities should beintroduced prior to the parkvisit so the students will havethe necessary backgroun

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the post-visit activities toreinforce concepts, skills andvocabulary learned in thepre-visit and on-site activi-ties. These activities may beperformed independently orin a series to build upon thestudents' newly gainedknowledge and experiences.

The environmental educa-tion learning experience, Oldas the Hills, will expose stu-dents to the following majorconcepts:

WeatheringErosionRock cycleRock typesGeologic processes

Vocabulary words usedthroughout this environmen-tal education learning experi-ence appear in bold type thefirst time they are used in anactivity. Their definitions are

listed in the back of theactivity packet. A list ofreference materials used indeveloping the activitiesfollows the vocabulary list.A summary of the gellogyof the Uwharrie Mountainsis also located at the end ofthis activity packet.

To make these learningexperiences on geologicalprocesses more effective, weencourage the students tocreate a notebook of all theiractivities, drawings andworksheets.

This document was de-signed to be reproduced, inpart or entirety, for use inNorth Carolina classrooms.If you wish to photocopy oradapt it for other uses, pleasecredit the NC Division ofParks and Recreation.

and vocabulary for theon-site activities. Weencourage you to use

Illustration ofPre-Visit Activity #1Layer On yer.

Morrow Mountain State Park, NC 03 August 1993

Activity Summary

The following outline provides a brief summary of each activity. the major concepts introducedand the objectives met by completion of the.activity.

I. Pre-Visit Activities

The pre-visit activities are designed to introduce the student to the different rock types:sedimentary, igneous and metamorphic. Students will also learn how these rocks are Ibmied, howto recognize them and how they erode.

41 Layer On Layer (page 3. 1 )Through layering soils into water, students will learn how sedimentary rocks are formed.

Major Concepts:Sedimentary rock formationSedimentation

Objectives:Describe how sedimentary rockis formed and list three typicalsoils that make up sedimentaryrock.Describe how metamorphic rockis made from sedimentary rock.Describe what happens to rock when powerful forces within the earth begin to shift, moveand compress sediments.

#2 Cooking, Volcano Style (page 3.21Through making peanut brittle, students will learn how igneous rock is formed.

Major Concepts:Igneous rock formationLavaMagma

Objectives:Name the two types of igneous rocks, explain howthey are formed, and determine which type isfound at Morrow Mountain State Park.Name the primary force in the formation ofigneous rock.Define whether the process causing theformation of igneous rocks changes therock structure, composition or both.

Morrow Mountain State Park, NC 2. 1 August 1993

#3 Hard Rock Cray° la (page 3.3)Through this activity students will learn r. ow sedimentary, metamorphic and igneous rocks are

formed and will he introduced to the rock cycle.

Major Concepts:Rock cycleMechanical weatheringSedimentary rock formationMetamorphic rock formationIgneous rock formation

Objectives:List the three main rock types.Describe how these three rock types are formed.Explain the rock cycle.Describe four processes by which one rock type changes into another.Name a metamorphic and an igneous rock found in the park.

#4 Cracking Up (page 3.4)Through this activity, students will learn the importance of freezing water in the breaking

down of rocks.

Major Concepts:WeatheringEnvironmental changesErosionHypothesis testing

Objectives:Write and test hypotheses on what happensto water when it Freezes.State what happens to water when itfreezes and how the freezing ofwater can shape the land.Explain how sediments suspendedin water or ice shape the land.

Morrow Mountain State Park. NC

I 4

August 1993

II. On-Site ActivitiesThe on-site activities are designed to familiarize the student with the specific rock types of the

Uwharrie Mountains, their characteristics and where they are found in the park. Before corning tothe park, students and educators should read the Summary of the Geology of the Uwharrie Moun-

tains in the appendix.

#1 Rock ID (page 4.1)Through this activity, students will he able to identify and name the characteristics of five

different rocks found in the park.

MAjor Concepts:Rock formationRock characteristicsSedimentary, metamorphic andigneous rocks

Objectives:Identify the major rock typesfound at Morrow MountainState Park and determinetheir origin.Identify three different types of rock found in the park by listingtheir distinguishing characteristics.List five rock characteristics that geologists use to help in the identification process.

#2 Water Over The Rocks (page 4.2)On a geological hike through a quarry located in the park, the students will observe'firsthand

the effects of geologic processes on the landscape.

Major Concepts:ErosionWater cycleRock cycleUse of stone

Objectives:Name one natural and one unnatural thing that have greatly affected the weathering of therocks in the park.Explain how metamorphic rock is formed and name one common to this area.Explain how sedimentary rocks are formed and how they are layered.Explain why rocks found in this area are no longer in a horizontal plane.Classify at least two rock positions found in the quarry.Observe and record the effects of moving water on rock surfaces.Name the type of stone used for building material in the park and explain why it was used.

Morrow Mountain State Park, NC 2.3 August 1993

III. Post-Visit ActivitiesThe post-visit activities are designed to reinforce and review previous lessons, and to broaden

the student's understanding of geology.

#1 What's Your Crystalline Structure? (page 5.1)This activity will reinforce the geological vocabulary

to which the students have been exposed.

Major Concepts:Geologic processesGeologic cycleVocabulary

Objectives:Name the three basic rock types and explainhow they are formed.List two geologic processes.Describe what a rock is and name two rockscommon to this area.

#2 Geology Jeopardy (page 5.2)Through participation in this geological version of the popular television game show; the

important concepts, facts and processes covered in this entire activity packet will be reinforced.

Major Concepts:Rock formationsLandformsRock compositionUse of native stone

Objectives:List the three most common types of rock foundin the park and state which rock type is highlyresistant to erosion.Explain how sedimentary, metamorphic andigneous rocks arc formed.Name two rock types and howthey have been used by humans inthis area.


100 100:100100,

200 200 200 200

3001300 300 300

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2.441- 4

August 1993

A

Curriculum Objectives:Grade 5

Communication Skill;:listening. reading, vocabu-lary and viewing compre-hensionGuidance: group cooperationScience: earth scienceSocial Science: organize andanalyze information, drawconclusions, participation

Grade 6Communication Skills:listening, reading, vocabu-lary and viewing compre-hensionGuidance: group interactionScience: earth scienceSocial Studies: gather,organize and analle infor-mation. draw conclusions

Grade 7Communication Skills:listening, reading. vocabu-lary and viewing compre-hensionGuidance: being responsiblein a groupScience: soilsSocial Studies: gather,organize and analyze infor-mation, draw conclusions

Location:Classroom

Group Size:30 or less

Estimated Time:One hour

Materials:Provided by the educator:

small aquarium. 2-liter clearplastic soda bottles with thetops cut off (one per group).sand*. clay*. water andleaves

Per student: "Layer on Layer'worksheet, pencil

(*Any type of tine material thatwill settle in water can be usedfor the sand and the clay.Preferably, the materialsshould be of several differentcolors so the layering effectcan easily he seen. Powderedpaints mixed with plaster ofParis, sand. etc., could beused. Make sure none float.)

I

Major Concepts:Sedimentary rockformationSedimentation

Objectives:Describe how sedimen-tary rock is formed andlist three typical soils thatmake up sedimentaryrock.Describe how metamor-phic rock is made fromsedimentary rock.Describe what happensto rock when powerfulforces within the earthbegin to shift, move andcompress sediments.

Educator's Information:

During. this activity, thestudents will create their

own sedimentary layers inmuch the same way they werecreated years ago. The studentswill use sand and clay insteadof ashes to show layering.

Morrow Mountain State Park. NC 3.1.1 August 1993

'

Sedimentary rock can beformed in a variety of ways.Running water, such as a river,will deposit sediments alongflood plains and deltas. Volca-noes spew out ash which willsettle on land or bodies ofwater. Under the proper con-ditions, such as enough heatand pressure, these sedimentswill become sedimentary rock.When exposed to even greaterextremes of heat and pressure,sedimentary rock can becomemetamorphic rock.

Geologists have found evi-dence deep in the earth thatthe Uwharrie Mountains wereonce a flat sea bottom. Thistranquil sea was disturbedby powerful forces withinthe earth that began to causechanges 500 million years ago.The changes caused volcanoesto form, spewing ash and lava.For millions of years, ashfrom these volcanoes fell intothe surrounding sea andslowly settled into sedimentlayers thousands of feet thick.In time, due to the crushingweight of the sea above themand the ever increasing depthof the sediments, the layersof ash turned into a soft sedi-mentary rock called shale.The extreme pressure eventu-ally caused the shale, at thelayers deepest in the sea,(over 6 miles) to be changed,or metamorphosed, into aharder rock called argillite,which is a type of slate.


slatevas

Slate (argillite) can be foundwithin the park. Some of themetamorphosed slate has re-verted back to a soft, brownishcolored rock known as weath-ered argillite (or weatheredslate). This has occurred as 6miles of earth and rock abovethe slate eroded away. Thiserosion greatly lessened thepressure that had been on theslate and exposed it to weath-ering. Weathered argillite issometimes mistakenly calledshale. Although weatheredargillite appears much likeshale, shale is a sedimentaryrock, whereas the weatheredargillite, a rotten slate, is ametamorphic rock.

weathered slate

After the slate-forming era,pressure from inside the earthcaused much uplifting of theslate layers. These layers areseldom found in a horizontalposition, even though that isthe way they were formed.Instead they are folded, tilted,

broken and faultedto the extent that the' layers visible in the

park's abandonedquarry are tilted

nearly vertical!

Folded rocks have twocommon forms in this area.The folds which are basin-like,or bowl shaped are called syn-clines. The ones that are hill-like or humped are called anti-clines (see Figure 1).

Sedimentary rock and meta-morphosed sedimentary rockare the rock types in whichfossils of plants and animalsare found. Fossils are formedin a process where plants andanimals are surrounded by silt.The organic material is thenslowly changed chemically toa rock-type matrix. However,fossils are rarely found in theweathered argillite and slateof this area for several reasons.The rocks are very old(approximately 500 million

years), which means thatwhen these rocks wereforming, life was re-stricted to oceans andrivers. Also, most ofthese life forms werebodied, so they did

not fossilize well. However,against all odds, three fossilshave been found in slate inStan ly County. All three fos-sils are of an animal called apteridinium. There are depos-its of slate in Morrow Moun-tain State Park but fossils have

J. 63.1.2 August 1993

not been found in them. Whenyou visit the park, look for fos-sils in the rocks, you might beextremely lucky!

Both the slate and weatheredslate rock are easily seen in thepark along the creek beds, roadcuts and in the abandoned flag-stone quarry.

Figure 1

a. Rocks uplifted and folded,so the beds create anticlinesand synclines.

anticline

b. Rock uplifted and tilted sothe beds are at an angle or tilt.

tilt

Morrow Mountain State Park, NC 3.1.3 August 1993

c. Rock shifted and brokenso the beds have a fault.

fault


Instructions:

1. Divide the students intogroups of four, with a con-tainer, water and portions ofclay and sand available to eachgroup. Make sure one groupof students uses an aquariumor complete the activity in theaquarium as a demonstration.

2. Each group should fill theircontainer about halfway withwater.

3. Have the students, veryslowly, sprinkle some claysoilior whatever material theyare using) into the containerof water to create a completelayer across the bottom.

4. Allow all of the depositedmaterial to settle to the bottomof the container. (Timing willvary depending on the materialused: generally it will takeabout one minute.)

5. After the first layer hassettled, add a layer of sand (thesecond material). Then addone or two leaves to symbolizefossils embedded in the sedi-mentary rock. Continue mak-ing layers, alternating the clayand sand materials, until thereare a minimum of eight layers.Remember to let the soil orsand settle for about a minutebefore adding the next layer.

6. After the final layer hassettled, have the students ob-serve the results in their con-tainer and make a sketch ofthe container with its differentlayers on the worksheet. Thestudents should be sure toinclude the leaf "fossil" intheir sketch.

7. Using the aquarium as ademonstration, take a stiffpiece of cardboard or similardevice and place it through thelayers to the bottom at oneend of the aquarium.

Morrow Mountain State Park, NC1. 9

3.1.5

8. Ask the students to hypoth-esize what will happen to thehorizontally layered sedimentsas you push the cardboardtowards the other end. Havethem write down their hypoth-esis.

9. Slowly move the cardboard.pushing and compressing thelayers of sand and clay. Bydoing this you are changingthe position of the layered soilthat was deposited in the stillwater of the aquarium. Thischange in position of the sedi-ments can be used to representthe rocks in the earth that arefolded, faulted and changed bymovement in the earth's crust.If you want. take your card-board out and thrust it throughthe layers to show breakingand faulting. Have the stu-dents draw and write down theresults of this compression andlabel the new geologic forma-tions.

10. Discuss whether theirhypotheses were supported ornot, and why.

11. Be sure to discuss thefollowing questions:

How are sedimentarydeposits, such as those Whichformed the rock found atMorrow Mountain State Park.formed naturally?

(They can.be soils, rockfragments or the ash fromvolcanoes that are carried bywind or water and depositedin a layered fashion which pro-duces results similar to thoseyou can see in this activity.

August 1993

Note: Sedimentary rock andoften metamorphic rock whichis produced from sedimentaryrock shows this layering effect.The metamorphic rocks foundat Morrow Mountain State Parkstarted out as volcanic ash thatformed layers at the bottom ofinland seas.)

Which layer is the oldest?(The bottom layer.)Which is the youngest?(The top layer.)Why are layers deposited

in parallel layers?(Due to gravity and the

even distribution of sedimentsin still water.)

Can the soil be layered ona slope'?

(No.) .

Vertically?(No.)If the layers are tilted

before they set up, what wouldhappen'?

(They would get jumbledand not show layers clearly.)

What happens whenthey're tilted after they set up')

(They fold and fault. Thisshould corroborate that the"uplift" and movement thatoccurred in the UwharrieMountains happened after thesedimentary rock was depos-ited. )

What do the leaves repre-sent?

(Fossils, that are rare innature but have been found inthe metamorphosed slate ofthis area.)

Suggested Extension:

1. The making of a multi-layercake is also a way of showinglayers. You could explain thatthe cake batter changes fromits wet stage, by a process oftime and heat, into solid layers.

2. The making of jello inlayers can also be done toshow layers. (Both the layeredcake and "jellology" activitiesare available in the park's files)


Worksheet, for Pre-VisitActivitY #1 Layer on Layer

1. Draw the newly formed "sedimentary" rock, with fossil.

2. What will happen to the horizontally layered sediments when pressed from the side?

3. What actually happened?

4. Draw the compressed "sedimentary" rock. Label on your drawing the geologic formationscreated by this process.

;31


Answer Sheet for Pre-Visit Activity #1 Layer on Layer

1. Draw the newly formed "sedimentaryrock, with fossil.

2. What will happen to the horizontally layered sediments when pressed from the side?

(ANSWER: Theywill he compressed totzether to tOmi folds: the basin-like or

bowl shaped ones are called .s_ynclines: the hill-like or humped ones ore called anti-

clines.).

3. What actually happened'?

4. Draw the compressed "sedimentaryrock. Label on your drawing the geologic formationscreated by this process.

anticlinesyncline


A


Communication Skills:listening, reading and view-ing comprehensionGuidance: group interactionHealthful Living: schoolsafetyScience: earth science, envi-ronmentMathematics: measurementSocial Science: gather,organize, and analyze infor-mation, draw conclusions,cooperation

Grade 6Communication Skills:listening, reading, vocabu-lary and viewing compre-hensionGuidance: group interactionHealthful Living: recre-ational and home safelyMathematics: measurementScience: earth scienceSocial Studies: gather,organize and analyze infor-mation, draw conclusions

Grade 7Communication Skills:listening, reading. vocabu-lary and viewing compre-hensionGuidance: group coopera-tionMathematics: measurementSocial Studies: gather,organize and analyze infor-mation, draw conclusions

Location:Classroom

Group Size:30 students; one adult super-visor for every ten studentsis suggested, one adult perfive students is preferred,especially for students in thelower grades


Estimated 'l'ime: I hour

Materials:Provided by the educator:One per group: hot plate, cookie

sheet, candy thermometer,measuring cup, measuringspoons, spatula, 1 cup lightcorn syrup. 2 cups sugar.I cup water. 2 cups rawpeanuts,114 teaspoon bakingsoda, 1/4 teaspoon salt,1 teaspoon butter or margarineplus enough extra to greasethe cookie sheet, 1 heavy,medium-sized skillet

Special Considerations:Caution should be used as thehot plate and peanut brittlewill reach temperatures ofover 290 degrees Fahrenheit.

Major Concepts:Igneous rock fommtionLavaMagma

Objectives:Name the two types ofigneous rocks, explainhow they are formed, anddetermine which type isfound at Morrow Moun-tain State Park.Name the primary forcein the formation of igne-ous rock.Define whether the pro-cess causing the forma-tion of igneous rockschanges the rock struc-ture, composition or both.

3.2.1 C) :4Ii.4


'Through the making ofpeanut brittle. this activity

shows how heating and cool-ing changes the structure ofrocks. Just as the sugar startsoff as a solid and is changedby heat into a liquid, magmais solid rock that has beenmelted below the earth's sur-face. When it reaches theearth's surface it is called lava.Peanut brittle compares to lavain many ways.

They both flow very easilyin their liquid state.

Lava will flow over andaround rocks just as the"brittle" will surround the pea-nuts in this activity. Rocks thatare surrounded by lava butretain their integrity and arcnot melted are called xeno-liths. In this activity the pea-nuts represent xenoliths.

Both the "brittle" and lavachange from a liquid to a solidstate very quickly.

The heating and meltingof the "ingredients" of bothpeanut brittle and rocks causeschanges in them, chemicallyand physically.

August 1993

Instructions:

1. Read the following instruc-tions to the students:

a. Blanch 2 cups unroastedpeanuts (raw Spanish peanutswill not need blanching). Toblanch, cover the peanuts withboiling water for 3 minutes;then run cold water over them.Remove coating.

b. Grease cookie sheet.

c. Combine sugar, lightcorn syrup and water in aheavy skillet. Cook slowly,using the hot plate, stirring un-til the sugar dissolves. Checkthe temperature using thecandy thermometer. Removefrom heat while testing tem-perature. Cook to the soft-ballstage (238 degrees Fahrenheit).

crack stage (290 degreesFahrenheit), stirring constantly.Remove from heat.

e. Add butter and baking soda;stir. Mixture will bubble. Pouronto greased cookie sheet.Cool partially by lifting aroundedges with spatula. Keep

times engulfs other rocks butleaves them intact. In thisactivity, the peanuts representsuch rocks which are calledxenoliths.

spatula moving under mixtureso it doesn't stick. When firmbut still warm, turn over. Breakinto pieces when cool.

2. Be sure to discuss the fol-lowing points: The rocks thatformed the Uwharrie Moun-tains, of which MorrowMountain State Park is a part,are the result of volcanic erup-tions. Volcanic eruptions arethe process by which solidrocks are heated to a meltingpoint just as the sugar is inthis activity. When the rocks

d. Add nuts and salt to mixtureand continue to heat, checkingthe temperature using the candythermometer. Cook to hard-


cool, the structure of the rockschanges greatly just as the in-gredients of this recipe arechanged. Molten lava thatflows from a volcano some-

C) 4

Suggested extensions:

1. Convert the recipe measure-ments to metric. (See conver-sion table.)

2. Make brownies. The batterwill represent the earth in itsmolten state 4 1/2 billion yearsago. The cooking representsthe condensing and heating ofthe earth as it changed into amore su!id sphere. The bakedbrownies, with their hardercrust and softer interior wouldbe the earth with its solid,igneous crust and softer mantlebeneath. The bottom of thepan would be the earth's corewhich is believed to be madeof heavy metals such as iron,nickel and lead. However,unlike the solid pan, whichreaches a temperature of 290degrees Fahrenheit, the earth'score is believed to be in amolten state with a temperatureof 4,500 degrees Fahrenheit.

3.2.2 August 1993

Student's Information:

Igneous rock has twoforms: intrusive and extrusive.Intrusive igneous rock ismelted rock, called magma,which never reaches the earth'ssurface but cools slowly withinit. Granite is a good exampleof this type of igneous rock.Intrusive rock such as granitebecomes exposed on theearth's surface due to erosionof the soil and rock above it.

Extrusive igneous rock isformed when magma (moltenrock) spews out of a volcano

onto the earth's surface. In thisstage it is called lava. Lava onthe earth's surface cools muchfaster than the intrusive formtrapped beneath the surface.Rhyolite and basalt are twotypes of extrusive igneous rockfound in Morrow MountainState Park.

Igneous rock never containsfossils. Temperatures whichare high enough to melt rockare also high enough to bumup any organic matter, plantor animal.

Morrow Mountain State Park, NC 3.2.3

The igneous rock found atMorrow Mountain is the re-sult of volcanic eruptions.Some of the sedimentary andmetamorphic rocks whichwere part of the ocean floorwere melted and became thelava spewed from the volca-noes. When the lava cooled,it had a totally different struc-ture than the original rocks.This activity will be an ediblesimulation of that process,where the base "rock" ismelted, and when cooled hasa new form and structure.

August 1993

mbol When You Know Multiply By To Find Symbol

tsp teaspoonTbsp tablespoonfl oz fluid ounce

cuppt pintqt quartgal gallon


5 milliliter ml

15 milliliter ml

30 milliliter ml

0.24 liter I

0.47 liter I

0.95 liter I

3,8 liter I

;.? 6

3.2.4 August 1993

Pre-Visit Activity #3 Hard Rock Crayola


Communication Skills:listening, reading, vocabu-lary and viewing compre-hensionGuidance: group cooperationHealthful Living: recre-ational and school safetyScience: earth science,environmentMathematics: measurementSocial Science: organize andanalyze information, drawconclusions, participation

Grade 6Communication Skills:listening, reading, vocabu-lary and viewing compre-hension, study skillsGuidance: group cooperationHealthful Living: recre-ational and home safetyMathematics: measurementScience: earth scienceSocial Studies: gather,organize and analyze infor-mation, draw conclusions

Grade 7Communication Skills:listening, reading, vocabu-lary and viewing compre-hension, study skillsGuidance: group cooperationMathematics: measurementSocial Studies: gather,organize and analyze infor-mation, draw conclusions

Location:Classroom/science lab

Group Size:30 students or less, dividedinto six groups

Estimated Time:Two to four hours

Credits:This activity has been adaptedfrom "Color Mc Metamor-phic" by Donald L. Birdd. TheScience Teacher, April 1990,pp. 21-26.

Materials:Provided by the educator:Per group: hot plate, oven mit-

tens, petri dish or finger bowl,aluminum foil (45cm x 45cm),three aluminum foil pie trays,wax paper, a metal or woodentrivet, newspapers

Per student: "Rock Cycle" and"Hard Rock Crayola" work-sheets, safety goggles, pencilsharpener or carrot peeler,candles or four to six crayonsof the same color (red, green,blue, or yellow), envelope

Per class: one or more vises withtwo boards (12.5 cm x 20 cm),rock samples

Special Considerations:Take proper safety precau-tions. The hot plate and hotcrayon wax can cause bums.The vise can pinch/crush fin-gers.

Major Concepts:Rock cycleMechanical weatheringSedimentary rock forma-tionMetamorphic rock for-mationIgneous rock formation

Objectives:List the three main rocktypes.Describe hov. these threerock types are formed.

Morrow Mountain State Park.,N1C 3.3.1

Explain the rock cycle.Describe four processesby which one rocktype changes into another.Name a metamorphicand an igneous rockfound in the park.


Many students have adifficult time under-

standing the abstract conceptof the rock cycle, the processby which sedimentary, meta-morphic, and igneous rocksare transformed into and fromone another. The students cansee rock examples in the class-room; the difficulty. lies intheir inability to visualize justhow these rock samples wereformed. The following activitywill give the students theopportunity to "see" the rockcycle through a series of simu-lations of mechanical weather-ing, erosion, and formationof sedimentary, metamorphicand igneous rock. The activitycan be done as one continuousprocess or can be broken downinto five separate parts.

August 1993

s

rr here are three basic rock1 classifications:

1) Sedimentary rock - rockthat is composed of particles ofsand, clay, or other rocks thatwere deposited in layers onland or on the bottom of lakes,rivers or oceans. Over time,the extreme pressure from theweight of the layers abovepressed the materials into rock.Examples are limestone, sand-stone and shale.

2) Igneous rock rockwhich is solidified from amolten state. Igneous rocksform deep within the earth inmagma chambers embeddedin solid rock. They may beintrusive or extrusive innature. Magma which coolsand stays within the earth isintrusive. Magma which isspewed out by volcanoes,lava, is extrusive. Examplesof extrusive igneous rocksfound in the park are rhyoliteand basalt.

3) Metamorphic rock -

sedimentary or igneous rock

1

that is changed deep inside theearth by extreme heat and pres-sure over a long period of timeinto a harder rock, with differ-ent qualities. Examples ofsedimentary rock changing tometamorphic rock are marble,which is made from limestone;and slate, which is made fromshale.

Metamorphosis means atransformation, a markedchange in appearance or condi-tion. An example with whichyou will be familiar is that ofa caterpillar changing, or meta-morphosing, into a butterfly.The metamorphic rock foundat Morrow Mountain StatePark is slate. Slate is formedfrom shale, a sedimentary rock.Shale is formed from volcanicash, or sediment, which fallsinto water and settles to thebottom. It is a rock with dis-tinct layers and is relativelysoft. Over time, pressure fromthe water above and the upperlayers of ash cause the bottomlayers to change, or metamor-phose. into slate.

oNiristot-Salem

Asheville

Slate, a very common rockat Morrow Mountain StatePark, is easily seen along manyof the stream beds. Many ofthe buildings are constructedfrom slate that came from aquarry within the park.

Slate underlies a large sec-tion of the Piedmont region ofthe southeastern United States.It is found in such an expan-sive area that geologists havenamed a large portion of thePiedmont the Carolina SlateBelt. This slate belt extendsfrom northeastern Virginia tosouthwestern Georgia.

Rock in the Carolina SlateBelt has been extensivelycompressed and tilted due tovarious mountain-buildingepisodes. Although the layerswere originally horizontal,many of these rocks are in anear vertical position now.When mountains are pushedup, metarrtorphic rocks areoften formed, and differenttypes of rocks become pushedand jumbled together.

CarolinaSlate Belt Ralei h

Charlotte


C)

August 1993

Rock Cycle

A.

II

SEDINUENTARY- R KS

METAMORPHIC ROCKS

IGNEOUS ROCKS .

I

Instructions:Ask the students to describe

local rocks and/or rock forma-tions. They have seen rocksduring walks along a lakeshoreor river's edge, near or on amountain, or during a drivealong a highway that was builtthrough road cuts. On thechalkboard, write down all thenames and characteristics thestudents can remember aboutthe rocks. Be sure to haveseveral local rock samplesdistributed around the room.

Ask the students questionssuch as, "Have you everwondered just how these rocksformed!" "Are new rocksforming at this moment?"

Be sure to go over the RockCycle diagram. Discuss thethree kinds of rock with thestudents.Part A:Weathering ,

Cover all desk tops withnewspaper. Give each studenta sheet of wax paper, a pocketpencil sharpener or carrotpeeler, and a candle or four tosix crayons of the same color.The candles/crayons representrock material, and the carrotpeelers/pencil sharpeners rep-resent weathering agents. Stu-dents should carefully shaveeach of the candles/crayonskeeping all of the fragmentsin a small pile. As they are

"weathering" their candles/ '

crayons onto the wax paper,call their attention to the sizeand shape of the fragments."Are they all the same size andshape? Why or why not?" [Notthe same size and shape due tovaried weathering forces uponthem (i.e. how the sharpener orcrayon are held) etc.] "Whatare some of nature's weather-ing forces?" (Rain, flowing andfreezing water, glaciers andwind.) When the "weathering"is complete, the students shouldwrap their "sediments" in theirwax paper and place each colorin a separate envelope, unlessyou plan to do Part B of* thisactivity right away.

Alfr rCementing

ATDeposition

TransportationAlf

ErosionIWeathering

s7.1tW_nNge-,ge,


HeatMelting

Magma

3.3.4 August 1993

Part B:Erosion and Sedimentation

Once rock fragments havebeen created, they are usuallymoved by some force of nature.Here, the students act as theerosive force. Ask the studentswhat this force of movement iscalled, and what some of itscauses are. (Erosion, causedby gravity, moving water, gla-ciers and wind.) Place all theweathered "rock" fragments infour separate piles, one colorto a pile. Divide the class intofour (or eight) groups, andgive each group a sheet of alu-minum foil (45 cm x 45 cm).Next, a student from eachgroup should carefully transfersome "weathered sediments",of one color, to the center of thefoil. Spread them into a 1 cmthick layer. Repeat with theremaining colors, layering thecolors one on top of another.

Students should record theirobservations of their layered"weathered sediments" on the"Hard Rock Crayola" work-sheet. Fold the foil over the"sediments" layers, allowingfor a 1 cm space all around thefragments, and then carefullyfold the edges to seal the pack-

ages. If you are breaking theactivity into sections, have thestudents each label their foilpackages by their group num-bers and stop here.

Part C:Sediments/SedimentaryRock Simulation

Unless you have more thanone vise, this step will takesome time and will requiresome patience. Each groupwill place their folded foilpackage between two boards.The "sandwich" should thenbe placed in the vise. Applylight pressure with the vise tocompress the "sediments".Once the "rock sandwiches"have been mildly compressed,remove them from the vise.Students should then carefullyopen their packages andobserve the new product. Calltheir attention to the centralregion which is more tightlycompressed. The studentsshould lift this portion fromthe non-compressed or moreloosely packed "sediments"and carefully break it into twoparts. Have the students lookat the broken edges, then drawand describe the layers (on the

worksheet). How do they com-pare with the original loose"sediments" layers? (They'resimilar but much thinner.)

What happened to the spacesbetween the "sediments"?(Pressure from the vise forcedthe "sediments" closer togethereliminating the spaces.)

Each group should transfera few of their loose "sediments"and the smaller piece of "sedi-mentary rock" into a pie pan.Place the rest of the fragmentsin an envelope, (for part E).The pieces in the pie pan willbe used for comparisons withthe other "rocks" the studentswill produce during this activ-ity. Return the larger pieceof "sedimentary rock" to thealuminum foil and wrap it upagain. If you are breaking theactivity into sections, stop here.


Part D:Metamorphic RockSimulation

Place the foil package withthe "sedimentary rock" in itbetween the two boards andput it into the vise again. Tellthe students to add as muchpressure to the vise as they can.This part of the activity dem-onstrates the need for greatpressure to cause a rock tometamorphose. In reality, as

fully break this "rock" intotwo parts and examine it,

noting what happened to thethickness and fragment shape.The students should writedown their observations ontheir worksheet. (The differ-ent colored "rock fragments"or crayons will be squeezedtogether.)

the pressure deep within theearth increases, temperaturesincrease as well. A tempera-ture change is probably occur-ring in this activity but isdifficult to measure. (The heatassociated with the formationof metamorphic rock is not apart of this activity.) Remindthe students that metamorphicrock may become contorted inappearance. It may actuallyflow like a plastic material inresponse to the pressure fromthe rock load above and crustalplate movement.

Have the students releasethe compression on the vise,remove the foil package andopen it carefully to examinethe newly formed "metamor-phic rock". They should care-

Place the smaller piece ofnewly-made "metamorphicrock" with the "weatheredsediments" and the "sedimen-tary rock" previously saved.If you are breaking the activityinto sections, stop here.

Part E:Igneous Rock Formation

SAFETY NOTE: This portionof the activity requires that thestudents be especially safetyconscious as they will beworking with a hot plate andmelted wax.

Each group should line theirlast two trays with aluminumfoil: Each group should fill onetray halfway with the follow-ing:


Groups 1 and 2 fill theirtray halfway with crushed ice;

Group 3 till their tray halfway with warm water;

Group 4 leave their trayempty, except for an aluminumfoil lining, and place it on atrivet.

For the "igneous rock"simulation, the groups shouldplace the fragments they setaside in envelopes, and thelarger piece of "metamorphicrock", into their second alumi-num tray. Be EspeciallyCareful Here! This part ofthe activity requires a hot plateas a heat source. StudentsShould Avoid Dropping WaxFragments on the Hot PlateSurface or Themselves. Thestudents or teachers doing thisportion of the activity shouldwear protective oven mittensto avoid being burned. Covereach hot plate surface with alayer of foil before you turnit on. (This will diffuse theheat from the coils of the hotplate so the crayons will notburst into flames.) Each groupshould place their tray of"weathered sediments" and"metamorphic rock" on the hotplate and turn the hot plate

temperature to medium. Meltthe wax, being careful that themelting process does not occur

August 1993

so rapidly that the molten waxsplatters or bums. When mostof the "rock" and "sediments"are molten, turn the hot plateoff and carefully remove thetray, using the oven mittens.There is enough heat energy inthe molten wax to melt the re-maining solid mass. Caution:Do not let the wax heat tothe splattering point!

While the wax is still in themolten state, a student fromeach group, or the teacher,should CAREFULLY do thefollowing:

Group 1- Form a trench inthe ice. Using the oven mittenspour the melted wax (magma)into the crack (rock fissure).Carefully cover the wax withmore crushed ice. (This willsimulate the formation of anintrusive igneous rock.)

Group 2 Using the ovenmittens, pour the melted wax(lava) directly over the surfaceof the crushed ice. (This willsimulate the formation of ex-trusive igneous rock in a coldregion.)

Group 3 Using the ovenmittens, pour the melted waxinto the warm water. (This willsimulate the formation of ex-trusive igneous rock in a warmregion.)

Group 4 Using the ovenmittens, place the tray ofmelted wax into the tray onthe trivet. Do not pour out the

molten contents. Leave themin the original tray. (This willact as the control in this experi-ment and simulate the forma-tion of extrusive igneous rockin a temperate zone.)

Students should make obser-vations of all the groups' trays,and draw and write these downon their worksheet. Encouragegroups to compare their results.For instance, comparisonsshould be made between thecrystal sizes formed by Groups1 and 4. Comparisons shouldalso be made between these

"igneous rocks" and the"rocks"and "sediments" made in theprevious sections of this activ-ity.

Set aside all "igneous rock"trays until the next day's class;the materials must sit over-night. This will allow the waxto cool. The next day, have thestudents carefully remove the"igneous rock" from the wateror tray. Be sure to look at thelower surface of the "rock".Compare the formations ofeach groups' experiment.


As a class be sure to discussthe following:

With the tray of Group 1,discuss the effect the "magma"had on the "sedimentary ormetamorphic rock" it came incontact with.

With the tray of Group 2,discuss the effect the "lava"had on the "surface sediments,rocks and ice" in a cold region.

With the tray of Group 3,discuss the effect the "lava"had on the "sediments, rocksand water" of a warm region.

With the tray of Group 4,discuss the effect of "lava"flowing directly onto the landin a temperate zone, such asMt. St. Helens in Washington.

Remind the students ofthe igneous rocks common tothis area and the park, such asrhyolite and basalt. Also men-tion that all conditions for rockformations cannot be simu-lated. In fact, geologists havenever seen intrusive rocksform. However, they are ableto look at all of the availableevidence, simulate some of theconditions in the laboratory,and arrive at results similar tothose found in nature.

Reiterate the concept ofthe rock cycle by remindingthem of the "rocks" (crayonsor candles) that were weath-ered down into "sediments",compressed into "sedimen-tary" and then "metamorphicrock" and then melted into"igneous rocks".

August 1993

Worksheet for Pre-Visit Activity#3 Hard Rock Crayola

1. Describe and draw the "weathered sediments" that you made. Note the sizes and shapesof the "sediments".

2. Draw a color picture of the "rock fragments" after light pressure has compacted these"sediments" into "sedimentary rock". Describe the broken edge and the layers that areformed.

3. Draw a color picture of the "sedimentary rock" after heavy pressure has compacted it into"metamorphic rock". Describe the broken edge and the layers that are formed. Note howthey have changed with the addition of heavy pressure.

Morrow Mountain State Plrk. NC' 3.3g August 1993

4. Draw each of the melted wax formations created in the four different experiments of Part E.Compare and contrast the experimental results.

Group One's "Igneous Rock" Group Two's "Igneous Rock-

Group Three's "Igneous Rock"

.

Group Four's "Igneous Rock"

5. Write a comparison between the "weathered rock fragments", "sedimentary rocks", "meta-morphic rocks" and "igneous rocks" formed in this activity. Compare and contrast them asto color, crystal size, texture, form and formation.

Morrow Mountain State Park, NC 3.3.9 . August 1993

Answer Sheet for Pre Visit Activity #3 Hard Rock Crayola

1. Describe and draw the "weathered sediments" that you made. Note the sizes and shapesof the "sediments".

2. Draw a color picture of the "rock fragments" after light pressure has compacted these"sediments" intb "sedimentary rock". Describe the broken edge and the layers that areformed.

A46..,10411:0;49 *V.,4,411.4eff*../.010-11,

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..p'a I A 6

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sig .44'11Voit .6.

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3. Draw a color picture of the "sedimentary rock" after heavy pressure has compacted it into"metamorphic rock". Describe the broken edge and the layers that are formed. Note howthey have changed with the addition of heavy pressure.

yellowredgreenblue

Morrow Mountain State Park. NC 3.3.10 36 August 1993

4. Draw each of the melted wax formations created in the four different experiments of Part E.Compare and contrast the experimental results.

Group One's "Igneous Rock" Group Two's "Igneous Rock"

Group Three's "Igneous Rock" Group Four's "Igneous Rock"

5. Write a comparison between the "weathered rock fragments", "sedimentary rocks","metamorphic rocks" and "igneous rocks" formed in this activity. Compare and contrastthem as to color, texture, form and formation.

The "weathered rock fragments" will vary in size and shape depending on the implement used:

pencil sharpener, potato peeler, etc. The "sedimentary rocks" will be bound together very

loosely ;.rid individual "rock fragments" can be oriented (up/down or right/left) in any direc-

tion. In "metamorphic rocks" the space between fragments is very small and the orientation of

"fragments" is now flattened (right/left). The thickness is much thinner, but each layer of rock

(color) can still be seen. The "igneous rock" is grayish-black (melting and mixing of different

"rock fragments") with a variety of forms depending on how the separate groups are cooled.

Where the "igneous rock" is poured over ice it tends to fill the spaces between the crushed ice

and is very rough to the touch. In cool water it forms short "stalagtites", while in hot water the

"stalagtites", are longer. If the "igneous rock" is left in its pan, it is smooth on both sides.

(The different methods of cooling are not intended to simulate real rock formations;

they do, however, give the students the understanding that different cooling conditions

will create different rocks.)

Morrow Mountain State Park, NC 3.3.1 1 August 1993

Pre-Visit Activity #4 Cracking Up


Communication Skills:listening, reading and view-ing comprehension, writingGuidance: group cooperationScience: earth science, envi-ronmentMathematics: measurement,probabilitySocial Science: organize andanalyze information, drawconclusions, participateeffectively in groups

Grade 6Communication Skills:listening, reading and view-ing comprehension, studyskills, writingGuidance: group cooperationMathematics: measurement,probabilityScience: earth science, envi-ronmentSocial Studies: gather, orga-nize and analyze informa-tion, draw conclusions

Grade 7Communication Skills:listening, reading and view-ing comprehension, studyskillsGuidance: being responsiblein a groupMathematics: measurement,probabilityScience: soilsSocial Studies: gather, orga-nize and analyze informa-tion, draw conclusions

Location:Classroom; students may

do this activity at home if afreezer is not available atschool.

Group Size: Any size

Estimated Time: Overnight

Credits:This activity was adapted

with permission from theNational Wildlife Federation'sNaturescope: Geology, TheActive Earth.

Materials:Provided by the educator:Per group: one clean, empty,

plastic or cardboard pint milkcarton (bottom half only), oneruler, waterproof markingpen, one small balloon, plasterof Paris, two ice cube trays,two paper towels, water,a mixing container, sand,several flat pieces of slate(borrowed from the park)

Per student: "Cracking Up"worksheet, pencil

Special Considerations:Do not use any type of glass

container.


This activity has two parts.The first part simulates

the process whereby water,through freeze-thaw activity,cracks and then breaks rocksapart. The second part simu-lates how water and ice abradeand erode rocks over whichthey travel.

Major Concepts:WeatheringEnvironmental changesErosionHypothesis testing

Objectives:Write and test hypotheseson what happens to waterwhen it freezes.State what happens towater when it freezes andhow the freezing of water

can shape the land.Explain howsedimentssuspended inwater or iceshape the land.


36August 1993

Student's Information:

Vou might he surprised todiscover that temperature

variations can cause rocks tobreak as surely as someonehitting them with a hammer.Water is a major factor in theweathering and erosion ofrocks. The strength of water,especially freezing water, canhe a very powerful force.Freezing water is probablymore responsible for the crum-bling and splitting of rocksthan any other factor.

Water, upon freezing, ex-pands its volume by 9%.When water seeps into cracksin a rock and freezes, the ex-pansion widens the cracks.Eventually this process, knownas ice wedging, breaks the rockapart. Ice wedging is a veryimportant weathering agent.

In the winter, the tempera-ture sometimes drops belowfreezing at night and rises toabove freezing during the day.This fluctuation in temperaturewill cause rocks to break downmore quickly than if the tem-perature were consistentlyabove or below freezing.

Glacial movement can havesignificant effects on rocks asthe ice flows move across theland, picking up and re-deposit-ing rock materials. As therocks trapped on the bottom ofthe glacier scratch and gougethe earth's surface, they arealso worn down by this grind-ing action.

During the last ice age, thistype of glacial activity mayhave occurred in the upperends of north-facing valleysin the Appalachian mountains.However, there is no indicationthat glaciers ever existed inthe Uwharrie Mountains.

In the last century, wintersin North Carolina were colderthan they are today. TheYadkin and Uwharrie rivers,and many others, froze over

so thick that local farmerscould cut ice blocks from theriver and store them in icehouses for summer. The thickice on the rivers helped breakdown rocks in and along theirbanks. As the ice expanded inthe winter and broke apart inthe spring, it would grind rockstogether in the same wayglaciers did tens of thousandsof years ago.


39

August 1993

Instructions:Day 1- Part A1. Divide the students intogroups of four and have eachgroup label a milk carton withtheir group name and two icecube trays.

2. Have each group of studentstake a balloon and fill it withwater until it is about the sizeof a ping-pong ball. Tie a knotin the end of the balloon.

3. Have each group mix waterwith plaster of Paris until themixture is about as thick asyogurt and pour the mixtureinto a milk carton. Have onestudent push the water ballooninto the plaster in the cartonuntil it is about 1/4 inch underthe surface of the plaster. Heor she should hold the balloondown until the plaster setsenough so that the balloondoesn't rise to the surface.

4. Have the students writetheir hypotheses on what theythink will happen to the bal-loon and the plaster of Pariswhen they are frozen. Set themilk carton aside until later.

Part B5. Have each group fillone ice cube tray with cleanwater. Then have them mixseveral teaspoons of sand withwater and fill the second traywith the sandy water.

6. Have the students writehypotheses on what they thinkwill happen when they rubthe "clean" ice cubes and thesandy ice cubes against theslate.

7. Have each group placetheir milk carton and ice cubetrays in the freezer overnight.Note: The plaster shouldharden at least one hour priorto going in the freezer.

Day 2 - Part A8. The next day, have the stu-dents remove the milk cartonfrom the freezer and observewhat happened. Have themwrite down their observationsand compare them to theirhypotheses. (The plaster wascracked as the water in theballoon froze and expanded.)

9. Have the students specu-late what would have hap-pened if the milk carton hadbeen sealed. (The top and/or

sides would have burst orswelled outward. This is whathappens when water freezeswhere it has no room to ex-pand, such as in cracks in rocksor in unprotected water pipesin winter. Then, when itfreezes, it breaks the rocksapart or bursts the pipes. Thisprocess can easily be seen inthe park on Tater Top and MillMountains.)

Part B10. Have the students removethe ice cube trays from thefreezer.

11. Using a paper towel, havethe students pick up the "clean"ice cubes. Holding the "clean"ice tightly against a piece ofslate have them slowly rub theice cube across the rock severaltimes.


0.1.

August 1993

12. Have them do the samewith the sandy ice cube onanother piece of slate (or adifferent portion of the rock).

13. Have the students exam-ine the surface of the rocksand write down their observa-tions. (The ice cube with thesand acted like sandpaper.It should have left scratcheson the rock's surface. Thismeans that the sandy ice cubesacted like particles of rocksuspended in the flowing waterof streams and rivers scrapingand shaping the landscape.The sandy ice cubes also actlike miniature glaciers, scour-ing the land's surface overwhich they pass.

The clean ice cube left onlya wet smear but no scratches.If streams and rivers were onlypure water with no suspendedsediments, they would notscour the earth's surface asmuch as they actually do. Thecleaner the flowing water orice, the less the scouring actionthat occurs.)

Suggested Extension:Consider adding another

milk carton to the activity.This second milk carton wouldcontain only plaster of Paris.It would act as a control in thisexperiment. The plaster in thiscarton should not crack whenfrozen.


Part A

Day 1 Worksheet for Pre-Visit Activity #4 Cracking Up

1. With the milk carton, write a hypothesis on what you think will happen to the balloon and

the plaster of Paris when the water is frozen.

Part B1. Write a hypothesis on what you think will happen when you rub the "clean" ice cubes and

the sandy ice cubes against the slate.


A

Part A1. Remove the milk carton from the freezer and observe what happened to the balloon and

plaster of Paris. Write down your observations and compare them to your hypothesis.

2. Speculate what would have happened if the milk carton had been sealed.

Part B3. Remove the ice cubes from the freezer. Rub the "clean" and sandy ice cubes on the rocks,

then examine where the rocks were rubbed. Write down your observations.

43Morrow Mountain State Park. NC 3.4.6 August 1993

I


Communicationlistening, reading, vocabu-lary and viewing compre-hension, study skillsGuidance: group interactionHealthful Living: recre-ational safetyScience: earth science. envi-ronmentSocial Science: organize andanalyze information, drawconclusions, participateeffectively in groups

Grade 6Communication Skills:listening, reading, vocabu-lary and viewing compre-hension, study skillsGuidance: group interactionHealthful Living: recre-ational safetyScience: earth science, envi-ronmentSocial Studies: gather. orga-nize and analyze informa-tion, draw conclusions

Grade 7Communication Skills:listening, reading, vocabu-lary and viewing compre-hension, study skillsGuidance: group coopera-tion, develop an awarenessof alternative points of viewScience: earth science. earthforms, natural phenomenaSocial Studies: gather, orga-nize and analyze informa-tion. draw conclusions

L

NOTE: Before arrk ing at thepark for the on-site activities,teachers and students shouldread the Appendix. Summaryof the Cwharrie MountainsGeology.

Location: Lower picnic area

Group Size:30 or less, seven groups ofabout four students each

Estimated Time: 50 minutes

Materials:Provided by the park:

large rock identification work-sheet for the instructor

Per group: index card, hammer,safety goggles, streak plate,penny, steel file, hand lens,"Rock and Mineral" fact sheet,rock set (slate, weathered slate,basalt, rhyolite and quartz)

Provided by the educator:Per student: "Rock ID" work-

sheet, pencil

Special considerations:During part of this activity,students will break rocks apartto determine the rock's color.Rock fragments can be verysharp and may fly off and hitthe student breaking the rocksor other students. It is impor-tant for all students to wearsafety goggles during thisactivity.


n this activity the studentswill identify five different

types of rock. Each one isfound at Morrow MountainState Park and some canprobably be found around thestudents' home and school.

The students will completethe -Rock Identification"worksheet. For each of thefive rock samples, they willdetermine color, streak color,luster, hardness, whether it islayered or not, its name andclassification.

Major Concepts:Rock formationRock characteristicsSedimentary, metamorphicand igneous rocks

Objectives:Identify the major rocktypes found at MorrowMountain State Park anddetermine their origin.Identify three different typesof rock found in the park bylisting their distinguishingcharacteristics.List five rock characteristics

that geologistsuse to help inthe identifica-tion process.

Morrow Mountain State Park. NC 4.1.14 4

August 1993

There are three basic rockclassifications: igneous, sedi-mentary and metamorphic.Igneous rocks are formedwhen magma (molten rock)cools under the earth's surfaceor when the magma flows out

"ron the earth's surface as lavaand cools there. Most of therocks at Morrow MountainState Park have an igneousorigin. As a matter of fact.95% of the earth's crust to adepth of ten miles is made upof igneous rock.

Sedimentary rock isformed when loose mineralparticles, or sediment, aredeposited on land or water.With enough pressure from theweight of the layers above andthe deep water, the particlesget pressed into sedimentaryrock. For example, if largeamounts of volcanic ash buildup on the bottom of lakes oroceans, the ash will he eventu-ally pressed into a type of rockcalled shale. Sedimentary rockis always formed in layers,which is the easiest way toidentify this type of rock.About 75% of the exposedsurface rocks of the earth aresedimentary. These sedimen-tary rocks make up a relativelythin covering over the underly-ing igneous rocks. Shale,sandstone and limestone makeup almost 99% of the sedimen-tary rocks, with shale beingmore common than sandstoneand sandstone being morecommon than limestone.


Metamorphic rock isformed when either igneousor sedimentary rocks are putunder enough heat and pres-sure over a long period of timeto change the rock both physi-cally and chemically. Forexample, by this metamorphicprocess shale is changed toslate, limestone to marble, andsandstone to quartzite. Slatecan be seen along most of thepark's streams.

Geologists have identifiedabout 2,000 rocks, each withtheir own characteristics. Toidentify rocks, geologists lookat hardness, color, the waycrystals are arranged, layering,minerals and many othercharacteristics.

A rock is made up of oneor more minerals, so one ofthe characteristics geologistslook for is the type of mineralsfound in a rock and the ratioof minerals to one another.Each mineral always has thesame chemical compositionand its own particular crystal-line structure. A mineralis a combination of one ormore substances. Quartz, forexample, is a combination oftwo elements, silicon andoxygen, and has a chemicalformula of SiO,. Quartz is acommon mineral in the park.Gold is a mineral of just oneelement with the chemicalformula (and symbol) of Au.Gold has been found in sev-eral locations in Stanly Countybut not in the park. Most

4.1.2

minerals are made up of a com-bination of only eight elements.The following is a list of theseelements with the percentagefigure indicating their abun-dance in the earth's crust, andhence their approximate abun-dance in the rocks and soilaround us.

Element Symbol Percentageby Weight

Oxygen 0 46.7%Silicon Si 27.7%Aluminum Al 8.1%Iron Fe 5.1%Calcium Ca 3.7%Sodium Na 2.8%Potassium K 2.6%Magnesium Mg 2.1%

98.8%

All other elements total less than 2%.

The relationship betweena rock and its minerals canbe compared to a fruit cake'srelationship to its ingredients.If the rock is like the fruit cake,the minerals would be theraisins, nuts, cherries, candiedfruit, sugar, flour, eggs, etc.

August 1993

Instructions:

1. Divide the students intoseven groups, one groupplaced at each station. Ateach station will be a pencil,a streak plate, a hand lens, apenny, a steel file, a "Rock andMineral" fact sheet, the fivedifferent rocks to he identi-fied, a hammer and fourpairs of goggles.

h) Note the color of the rock'sstreak when scratched on theunglazed porcelain plate.

c) Note the way the rock re-flects light, its luster. Classifyit as either glassy, dull ormetallic.

d) Determine the rock's hard-ness based on what is able to

scratch its surface. Usefingernails, pennies and

the steel files to help estab-lish the rock's hardness.Use the hand lens to see

3. Have the students repeatthe above steps for the otherfour rocks at their station.

4. After the students' "RockIdentification" worksheets arecomplete, place the large iden-tification worksheet whereeveryone can see it, and asa group, finish filling in theanswers.

5. Students should discusshow they came to their conclu-sions. Discuss how geologistskey out rocks.

2. Using rock #1 (quartz), asa class, have the students workthrough the characteristic testsbelow, with the leader direct-ing and filling in the answerson the large identificationworksheet.

a) Determine the rock's overallcolor. The hammers can heused to break the rock to seethe color inside the rock. (Thisis important as the outsidecolor may have been altereddue to weathering factors.)


if any of thesethings made a scratch on arock's surface. (See the "RockIdentification" worksheet formore information.)

e) Observe whether the rockhas layers. Put yes or no in thiscolumn.

f) Use the "Rock and Mineral"fact sheet to determine theclassification as to mineral,igneous, sedimentary or meta-morphic, and the rock's name.

4.1.3 August 1993

Rock and Mineral Fact Sheet. -... .

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Argillite or SlateSlate is found along many

of the park's streams and ata few mountainside locations.Slate is the metamorphosedform of shale. It has layersbut is listed as having mediumhardness as compared toNAeathered slate's soft nature.Its surface is dull. but is some-what shiny if wet. A graystreak is produced on thescratch plate. Its layers aregray to black. Slate has beenused for shingles for rook.flooring. blackboards andbuilding stone. Many of thepark's buildings and curbshave been constructed fromthis rock which came from a("Liam,' located within the park.

Weathered Argilliteor Weathered Slate

The weathered slate foundin the park and the surround-ing area comes from the ashof ancient volcanoes. The ashfrom these volcanoes settledinto layers on the bottom ofshallow seas and was eventu- .ally compacted into rock by

the pressure of the water andthe ash layers above it. makingshale. Eventually, enough heatand pressure metamorphosedthe shale into slate. The slatehas since weathered back to asofter form, called weatheredargil! ite.

The two things that onenotices right away about thisrock are that it has layers andis very soft. You will be ableto scratch it with your fin-gernail. It is classified as ametamorphic rock. Becauseof its layering, it is easy todetermine that weathered slatecomes from a sedimentaryrock. It streaks yellow tobrown on a scratch plate. andits layers range in color fromblack to light yellow to brown.Its luster is dull.

BasaltBasalt is a common fine-

2.rained rock. It is cooledmaEima that flowed out ofvolcanic cones or cracks in theearth. The ocean floor is madeup of basalt that flowed outof trenches created from the

Mornm Mountain State Park. NC 4.1.4 4 7

movement of the earth's tec-tonic plates.

Basalt is gray-green inappearance and will leave agray streak on the scratchplate. It has a dull luster andmedium hardness. It is classi-fied as igneous and of coursehas no layers. The green colorcomes from a mineral calledchlorite.

In the park. basalt is foundas round boulders at the bot-tom of hills and on hillsides.

Early European settlers inthis area used this rock to buildwalls and fences. Some ofthese structures can still beseen when walking in the park.

RhyoliteRhyolite is even finer

grained then basalt. Its crystalsare too small to be seen evenwith a hand lens. Rhyolite,like basalt, is an extrusivevolcanic rock. It is formedby very sluggish. thick andviscous magma flows fromvolcanoes and cracks. Rhyo-lite is classified as a hard,extrusive igneous rock. It isthe main rock type found onthe tops of the hills whichmake up the Uwharrie Moun-tains. It is very resistant to

August 1993

weathering and erosion whichis the reason that these moun-tains are still here after 500million years.

Native Americans usedrhyolite to make a variety oftools including scrapers,knives, axes, and spear andarrowhead points. Rhyolitetools made from the rock of theUwharrie Mountains have beenfound from Florida to Maine.

Rhyolite is gray in colorand often has white dots. Itwill leave a black streak onthe scratch plate. It has adull luster and is not layered.

.?\ 1

QuartzWhole books have been

written about this mineral. Itis a mineral found in manydifferent types of rocks. Its


chemical formula is SiO2,which is called silicon dioxide.In its pure form, quartz willbe clear, but it usually hasimpurities that give it a varietyof colors including white, red,pink, smoky black, black, yel-low, green and gray.

Quartz is considered to behard because a file will barelyscratch it, if at all. Its luster isglassy. Quartz does not havelayers and is therefore not asedimentary rock, although itis found in sedimentary rocks,as well as the other two rocktypes. A white streak is pro-duced on a scratch plate withthis rock.

Quartz often acts like a rockglue. When igneous and otherrock types crack and the crackgoes deep enough into theearth, often silicon dioxide willfill the crack and glue therocks back together. If thereis enough space, the quartzwill develop into hexagonalcrystals.

There are two interestingthings about this rock gluecalled quartz. First, the glue isusually harder than the rocksit glues back together. Thisresults in quartz being foundon top of the soil after the rocksit has glued back together haveweathered to soil. Second,when the silicon dioxide istraveling from deep in theearth, other minerals willsometimes come along with it,creating a quartz based rock.One of those minerals is gold.Tons of gold have been found,in the southern.piedmont ofNorth Carolina, and it is prima-rily found in association withquartz.

Early European settlers inthis area used quartz basedrock to build walls and fences.Some of these structures canstill be seen when walking inthe park.

4.1.5 August 1993

Worksheet for On-Site

Luster

Activity

Hardness

#1 -

Layered

Rock

Classification

ID.

NameRockSampleS am

Color Streak

1

2

3

4

5

Color - the identifiable color. (Quartz may he colorless, white, pink, smoky, yellow or purple,depending on the impurities within it.)

Streak - the color a rock leaves behind when it is scratched across a streak plate or unglazedporcelain. (Quartz leaves a white streak.)

Luster - the way a rock reflects light. (Quartz has a glassy luster. Other minerals may havea dull or metallic luster or no luster at all.)

Hardness - if a rock can he scratched with a fingernail it is considered very soft. If it can bescratched with a penny it is considered soft, with a file it is medium, and with none of theseitems, the mineral is classified as hard. (Quartz usually cannot he scratched with a file, so itis hard.)

Layered - either a rock has layers or it doesn't. (Quartz does not have layers.)

Classification - a rock is classified as a mineral or as igneous, sedimentary or metamorphic.(Quartz is a mineral, and is sometimes found in all the other rock types.)

4 9Morrow Mountain State Park, NC 4.1.6 August 1993

Answer Sheet for On-Site Activity #1

Layered

, Rock

Classification

IDNameRock

S am pleColor Streak Luster Hardness

1whiteclearpink

white glassy hard no mineral quartz

2brownto blackto lightyellow

yellowtobrown

dull verysoft

yes metamorphic weatheredslate

3graytoblack

gray dull,shiny ifsmooth/wet

medium yes metamorphic slateorargillite

4 gray w/whitesped

black dull hard

1

no igneous rhyolite

5 graytogreen

gray dull medium no igneous basalt

Color - the identifiable color. (Quartz may he colorless, white, pink, smoky, yellow or purple,depending on the impurities within it.)

Streak - the color a rock leaves behind when it is scratched across a streak plate or unglazedporcelain. (Quartz leaves a white streak.)

Luster - the way a rock reflects light. (Quartz has a glassy luster. Other minerals may havea dull or metallic luster or no luster at all.)

Hardness - if a rock can be scratched with a fingernail it is considered very soft. If it can hescratched with a penny it is considered soft, with a file it is medium, and with none of theseitems, the mineral is classified as hard. (Quartz usually cannot he scratched with a file, so itis hard.)

Layered - either a rock has layers or it doesn't. (Quartz does not have layers.)

Classification - a rock is classified as a mineral or as igneous, sedimentary or metamorphic.(Quartz is a mineral, and is sometimes found in all the other rock types.)

't) 0

Morrow Mountain State Park. NC 4.1.7...-

August 1993

On-Site Ac 42

Curriculum objectives:Grade 5 .

Communication Skills:listening, reading, vocabu-lary and viewing comprehen-sion, study skills, writingGuidance: group interactionHealthful Living: recre-ational safetyScience: living things, plants,earth science, environmentSocial Science: organize andanalyze information, drawconclusions, map use, par-ticipate effectively in groups

Grade 6Visual Arts: understand therole creativity plays in pro-ducing artCommunication Skills:listening, reading. vocabu-lary' and viewing comprehen-sion, study skillsGuidance: group interaction,occupationsHealthful Living: howpeople affect the environ-ment, recreational safetyMathematics: measurementScience: ecology, earth sci-ence, environmentSocial Studies: szather, orga-nize and analyze informa-tion, draw conclusions, mapuse

Grade 7Visual Arts: understandingthe role creativity plays inproducing artCommunication Skills:listening, reading. vocabu-lary and viewing comprehen-sion, study skillsGuidance: group coopera-tion, develop an awarenessof alternative points of viewMathematics: measurementScience: characteristics ofplants, soils, interactions ofpeople and the environment,

Morrow Mountata State Park. NC'

earth science, earth forms,natural phenomenaSocial Studies: gather, orga-nize and analyze informa-tion, draw conclusions

Locations:Lower picnic area and Quarry'Trail

Group Size:30 or less, one adult per 10students

Estimated Time: 1 hour

Appropriate Season:Warm weather

Materials:Provided by the park:

15 magnifying glasses. S goldpans

Provided by the educator:Per student: "Water Over the

Rocks" worksheet, clip hoard,paper, pencil, completed"Rock ID" worksheet or"Rock ID" answer sheet

Special considerations:Safety of students as well as

protection of the stream areashould be considered. Thetrail is rated as easy but doeshave several creek crossingsand several short steep hills toclimb and descend.

Major Concepts:ErosionWater cycleRock cycleUse of stone

Objectives:Name One natural and oneunnatural thing that hasgreatly effected the weath-ering of the rocks in thepark.Explain how metamor-phic rocks are formed andname one common to thisarea.Explain how sedimentaryrocks are formed and howthey are layered.Explain why rocks foundin this area are no longerin a horizontal plane.Classify at least two rockpositions found in thequarry.Observe and record theeffects of moving wateron rock surfaces.Name the type of stoneused for building materialin the park and explainwhy it was used.

.

` Zoteta.M. .

4.2.1 51 August 1993

S .

elf all the land-shapingk...lfactors, water has thegreatest effect. Large rivers, aswell as small streams, work toshape the earth's surface, asyou will see in the park.Flowing water, from thesmallest trickle coming out ofthe hillside to huge, roaringwaterfalls, is a sculptor ofgreat power. Yet surprisingly,streams and rivers make upless than one one-thousandthof the earth's land surface andcontain only .005 percent ofthe earth's liquid fresh water.

Particles of soil and sandsuspended in the flowing wa-ter act as an abrasive agent,scouring rocks in the river orstream channel. This, in turn,creates more particles. Thisscouring explains why rocksin a stream or river bed havesmooth edges. The edgeshave been worn away, not bythe water but by the suspendedparticles of soil and sand in the

water. Over time, the force ofthese streams and rivers shapesthe landscape, cutting narrowgorges in steep mountains andwide flood plains in the pied-mont and coastal areas.

The streams in the parkhave shaped their surround-ings. The level flood plainalong the Yadkin River wasformed by deposits of sanderoded from rocks upstreamand sediment that was washedinto the stream and then car-ried onward by the river's cur-rent.

Another way flowing watershapes the landscape occursduring floods. With the in-crease of water power duringfloods, large and small rocksroll and tumble, grindingagainst each other and scour-ing the river's bed. The risingwaters wash soil and sand.trees and shrubs out from onelocation and deposit them fur-ther downstream.

It is estimated that a grainof sand takes a million years totravel 100 miles down a riverlike the Yadkin. This progresstoward the ocean has beenslowed even further by theconstruction of dams. Butrocks have a different timeperspective than you and I.Whether it takes a million or abillion years, the rock cyclestill circles through its differentphases.

Water is recycled by evapo-ration from the land andocean. It returns to the earthin the form of rain, snow, hailand mist. Much of the waterfalling from the sky runs offinto our streams and rivers orfilters through the soil andthrough joints and cracks in thebedrock into the groundwater.The groundwater connectswith the rivers, lakes, andoceans. These waters areeventually evaporated, begin-ning the cycle once again.

Morrow Mountain State Park, NC 4.2.2t-i

August 1993

stop 7

LEGEND


Bathroom

Creek

Hiking trail

Interpretive site

Parking lot

Stone structures

Water fountain

August 1993

Ti-ail Guide for Water .O er the Aocks

Trail Description:The activity "Water Over

the Rocks" will take you on atrail approximately 1/2 milelong, called the Quarry Trail.It starts in the picnic area, fol-lows a winding creek aroundthe base of a hill, and crossesthe creek several times beforeleaving it. The trail thencrosses a small hill and travelsdown to another creek thatpasses through the old quarrysite. The trail leads you aroundthe quarry and hack up the hillto the picnic area.

The quarry is a good ex-ample of bedding in slate.The bedding is inclined at asteep angle, indicating that therock has been tilted from itsoriginal horizontal position.Fractures developed parallelto the bedding planes and alsoat angles to it.

First Things First

Before going on the trail.have the students take a breakand use the restrooms. Thestudents will not be hikingfar. but the hike will takeapproximately 1 hour due tothe amount of material beingcovered.

Stop I

When the group has re-assembled, show them a largetopographic map of the parkarea, and trace on the mapwhere the students will be hik-ing. Explain the map's sym-bols. Hand out the "WaterOver the Rocks" worksheets,


if the students don't alreadyhave them, and have the stu-dents answer the questions onthem at the appropriate stops,Use the answer sheet to facili-tate questions and discussion.

Stop 2

The type of forest locatedin a particular area is directlyrelated to the area's geologyand how the land has beenshaped over time. The soiltype, elevation, latitude, slopeand compass direction theslope faces all affect the typeof plant communities that willgrow in a given location. Forexample, certain plant speciesprefer an acidic soil, whileothers thrive in a neutral oralkalir._: soil. Some speciesgrow only at a certain eleva-tion, others grow at specificlatitudes, slopes. or faces.Plant communities can oftentell a trained scientist a lotabout the soil, the base rockand the geologic history ofan area.

Stop 3

Notice the blue slate rockthat was used to construct thestructures around you. Thepicnic shelter, water fountain.and barbecue pit grill were allconstructed by the CivilianConservation Corps. (knownas the CCC), during the late1930's and early 1940's. Far-ther down the trail, you willpass through the quany wherethe slate was dug. Discussother places you might have

noticed in the park where thisrock was used. Parking lots.retaining walls, the swimmingpool, the bathhouse, and manyother park facilities are con-stnicted of this same type ofslate. Slate was also used ashead and foot markers at gravesites located in the park. Dis-cuss the worksheet questionsand answers.

Choose one piece of slateused in the construction of thebarbecue pit, water fountainor picnic shelter and draw itsedge, showing the layers. Besure to look for fossils in therock. Fossils are extremelyrare but three have been foundin Stanly County. You mightget lucky and find a fourth.

>4.

Pteridinium fossil

4.2.4 5 4 August 1993

Stop 4

A.Situate the students at astream location and ask themto make the following observa-tions while completing theirworksheet. Are there exposedrock outcrops in the water? inthe stream bank? What typemight they be and why arethey located here? What aretheir shapes?

B. Observe the rock that wasuncovered on this hillside dueto the erosion of the loose soil.This is weathered slate. It

was formed from slate thathas weathered back to a softerstate. The weathered slate ismuch softer than slate and isnot suitable for building mate-rial. Take a piece of the weath-ered slate and experience howsoft it is by crumbling it inyour hands.

C. Have the students examineand draw the stream sedimentsas seen through a magnifyingglass. Discuss the sediments'colors and shapes, the types ofrocks they came from, whythey are here, and where theyare going.

D. Have the students draw arock found in the stream andone located away from thestream. Have them describethese two rocks.

E. Discuss with the studentshow floods roll and sort rocksin the streams. Have them an-swer the worksheet questions,looking for clues to floodheights such as scouring anddebris deposited in the floodplain along the stream.


Stop 5Look along the inside bend

of the stream. Discuss how asthe current slows, heavier ma-terial is deposited, forming asandbank. This sandbank ismade up of rocks and miner-als. Using the gold pans, havethe students "pap" for rocksand see how many differenttypes of rocks they can iden-tify using their completed"Rock ID" worksheets or the"Rock ID" answer sheet.

Stop 6Slate was mined from this

quarry years ago. It was usedfor structures like the ones yousaw at the beginning of thetrail. On the right side of thequarry the rock located ontop of the layered slate, at thehighest point on the quarrywalls, is one that you lookedat earlier on the trail. It isweathered slate. Its locationon top of the ate means thatit was deposited at a later date,so it is a "younger" rock thanthat at the bottom of the quarry.The weathered slate has "de-cayed" back to a softer rock.

Walk over to the outcropson the left side of the quarry.Notice how tilted the layersare. Have the students answerthe worksheet questions, andthen discuss their answers.Have the students identify anddraw the following geologicalformations: tilts, breaks, andlayers.

Stop 7

Notice the channels cut bythe running water where thewater runs over the exposedrock at the bridge. Answerthe worksheet questions anddiscuss them.

Stop 8To get an overall view, at

this high point on the hill, lookback over where you havebeen. Review with the stu-dents the erosional processes,the effects the stream andhumans have had on shapingthe landscape, the types ofrocks you have seen, and whatprocesses caused the rocks totilt and break.

4.2.5 August 1993

Be sure to mention thatrhyolite and basalt, two of themajor rock types in the park,arc not found along this trail.Rhyolite forms the higher hillsin the Uwharries. Basalt canhe found scattered about thepark on and below the surface,with the largest concentrationbeing in the northwestern sec-tion of the park.

Also mention that NorthCarolina State Parks were setaside to protect unique naturalareas throughout the state. Ourstate parks are true sanctuaries.All resources in the park areprotected and may not be re-moved, molested or harmed.This includes all wildlife, allplants and even the rocks we

are studying today. After thediscussion, head back to thepicnic area and trail head.

Suggested Extensions:1. You may wish to visit thefollowing places: A) The topof Morrow Mountain is a goodplace to see rhyolite, how itweathers and how it protectsthe mountain from wearingdown. There is also a geo-logical display located in thepicnic area on top of the moun-tain; B) Basalt fields may beseen on the way to the top ofMorrow Mountain. Fields ofbasalt can also be seen byparking at the trail head of theSugarloaf Trail and walking a

short distance down the trail.There is also a quartz outcropapproximately 100 yards downthe Sugarloaf trail; C) ReedGold Mine is located on NCRoute 200 in Cabarrus County.

2. Come back to the park for aplant community hike on thissame trail. This hike will relatethe plant communities, geology,soils and geography.

Morrow Mountain State Park, NC' 4.2.6,6 August 1993

Worksheet for On-Site Activity #2 Water Over The Rocks

Stop 3What type of rock is slate?

Why does it make such good building material?

Choose one piece of slate used in the construction f the barbecue pit. water fountain or the picnicshelter and draw its edge. showing the layers.

Be sure to look for fossils in the rock. They are extremelyrare but three have been found in Stanly County in rocksjust like these. You might get lucky and find a fourth.

Pteridinium fossil

Stop 4A. Are there exposed rock outcrops in the water? Yes No

In the stream hank'? Yes No

If so, what type(s) of rock do you think they are?

Why are they located there'?

What shapes do these outcrop rocks have? are they smooth edged? rounded? jagged? sharp?

Morrow Mountain State Park. NC 4.2.7

alAugust 1993

C. Draw the sediments as seen through the magnifying glass.

Describe the colors and shapes you see. Which type of rock do you think these sediments arefrom? Why do you think they are here, and where do you think they are going?

D. Drawing a rock found in the stream and one located away from the stream. Describe thesetwo rocks.

stream rock non-stream rock

E. Can you tell how high the last flood was (by the scouring along the stream)? Yes No

How high was it above the current water level? feet meters.

Can you tell how high the highest flood was (by the height of debris piled in the flood plain along

the stream)? Yes No Maybe

How high was it above the current water level? feet meters


Stop 5Use your "Rock ID" worksheet or the "Rock ID" answer sheet and sec how many rocks you can

identify as you pan the sandbank at the stream bend.

Stop 6Notice how tilted the layers in these outcrops arc. What do you think caused this'!

What angle were the layers at originally?

Draw the different types of geologic formations in the outcrops found in the quarry and label them

as tilts, breaks/cracks or layers.

Stop 7Notice the channels cut into the rock that the water is running over. What caused these channels to

he cut!

What type of rock is the stream cutting through'?

What type of rock is along the stream batik?

Mot rov. Mutittlaitt State Park, ti(' 4.2.9

J)

August 1993

How do you think this rock was originally formed?

If the channel is being cut by small particles in the water, what happens to these suspended par-ticles and those worn from the rocks? Where do they go?

Stop 8At a high point on the hill, overlooking the quarry, look back over where you have been and reviewthe erosional processes, the effects the stream and humans have had on shaping the landscape, thetypes of rocks you have seen, and what processes have caused the rocks to tilt and break. Writedown any summary comments you would like to make.

Morrow Mountain State Park, NC 4.2.10 (JO August 1993

Answer Sheet for On-Site Activity #2 Water Over the Rocks

Stop 3

What type of rock is slate?(ANSWER: Slate is a metamorphic rock.)

Why does it make such good building material?(ANSWER: The layers in this metamorphosed sedimentary rock will break along theplanes in which the ash deposits were laid dom. This results in a flat surface, which makesslate a great building material as the rocks can be stacked on top of one another.)

Choose one piece of slate used in the construction of the barbecue pit, water fountain, or the picnicshelter and draw its edge. showing the lavers.

mifiliNIVOWAttlarCs..00,_ yoaiekt

Ns .11w'

zrzsgrAta

Be sure to look for fossils in the rock. They are extremely rare but three have been found in Stanly

4110County in rocks just like these. You might get lucky and find a fourth.

Stop 4

A. Are there exposed rock outcrops in the water? X Yes No

In the stream hank? X Yes No

If so, what type(s) of rock do you think they are?(ANSWER: metamorphic rock - eroded slate.)

Why are they located there?(ANSWER: the stream exposed the rock.)

What shapes do these outcrop rocks have? are they smooth edged? rounded? jagged? sharp?(ANSWER: smooth, rounded edges for in-water outcrops, jagged, sharp edges for streamhank outcrops.)

C. Drawing the sediments as seen through the magnifying glass. Describe the colors and shapesyou see. Which type of rock do you think these sediments are from?(ANSWER: mineral - quartz, metamorphic - slate and maybe igneous - basalt and/orrhyolite.)

Why do you think they arc here, and where do you think they are going?(ANSWER: they were eroded from the stream bed and bank here and farther upstream.They are on their slow way to the ocean.)

Morrow Mountain State Park. NCtoi

4.2.1) August 1993

D. Draw a rock found in the stream and one located away from the stream. Describe these two

rocks.(ANSWER: The rocks found in the stream have been worn down by the stream, and willprobably have smoother, rounded edges compared to the rocks found away from the stream.)

stream rock non-stream rock

F. Can you tell how high the last flood was (by the scouring along the stream)? X Yes No.


Can you tell how high the highest flood was (by the height of debris piled in the flood plain along

the stream)? Yes No Maybe.


Stop 5Use your "Rock ID" worksheet or the "Rock ID" answer sheet and see how many rocks you can

identify as you pan the sandbank at the stream bend.(ANSWER: Likely rocks are slate, rhyolite, quartz, weathered slate and basalt.)

Stop 6Notice how tilted the layers in these outcrops are. What do you think caused this?(ANSWER: The tilt of the slate is the result of crustal upheavals that occurred after the slate

was originally formed.)

What angle were the layers at originally?(ANSWER: The layers were originally horizontal with the ground.)

Draw the different types of geologic formations in the outcrops found in the quarry and label them

as tilts, breaks/cracks or layers.

Morrow Mountain State Park, NC 4.2.12 G2 August 1993

Stop?Notice the channels cut into the rock that the water is running over. What caused these channels tobe cut?(ANSWER: They were cut by the particles suspended in the water acting as sandpaper,wearing down the rock, day and night, over a very long period of time. It is a long, slowprocess but the earth's life is measured in millenniums and not in years.)

What type of rock is the stream cutting through?(ANSWER: It is slate.)

What type of rock is along the stream bank?(ANSWER: The rock is slate just like that the stream is cutting through.)

How do you think this rock was originally formed?(ANSWER: It was formed when volcanic ash and silt were deposited in the still water of theold quarry site. There they were put under extreme pressure and compressed into the sedi-mentary rock, shale. Over time, pressure and heat transformed the shale into the metaphoricrock, slate.)

If the channel is being cut by small particles in the water, what happens to these suspended particlesand those worn from the rocks? Where do they go?(ANSWER: They are washed downstream and become part of the erosion process. Somesettle in deeper and quieter areas of the stream.)

Stop 8

At a high point on the hill, overlooking the quarry, look back over where you have been andreview the erosional processes, the effects the stream and humans have had on shaping thelandscape, the types of rocks you have seen, and what processes have caused the rocks to tilt andbreak. Write down any summary comments you would like to make.(Note: For assistance in the discussion, review the worksheet questions.)


tl

Post Visit Activity #1 What's Your Crystalline Structure?


Communication Skills:reading and vocabularycomprehension, study skillsScience: earth science, .

environment

Grade 6Communication Skills:reading and vocabularycomprehension, study skillsScience: earth science, envi-ronment

Grade 7Communication Skills:reading and vocabularycomprehension, study skillsScience: scope of earthscience, earth forms, naturalphenomena

Location:Classroom

Group Size:Approximately 30 studentsplus teacher

Estimated Time:30 minutes

Materials:Provided by the educator:Per student:"What's Your

Crystalline Structure" work-sheet, "Crystal Word SearchPuzzle", pencil


rr his activity is a review1 of the vocabulary and

major concepts used through-out the whole packet. Thestudents will first fill in theblanks with the appropriateword suggested by each defini-tion or example. When theworksheet has been completed.the students will then searchfor the words in the "CrystalWord Search Puzzle".

Major Concepts:Geologic processesGeologic cycle.Vocabulary

Objectives:Name the three basic rocktypes and explain how theyare formed.List two geologic processes.Describe what a rock is andname two rocks common tothis area.


s

Fill in the blanks with the appropriate word suggested by each definition or example.When all words have been placed, find the words in the crystal word search puzzle.

1. Substance made up of one or more minerals.

2. Rocks exposed on the higher peaks and ridges of the Uwharcie Mountains.

3. Metamorphosed sedimentary rock formed from volcanic ash, which breaks along a plane andis used as a building material.

4. Naturally occurring substance with its own crystal shape.

5. Rock type formed when heat and pressure change sedimentary or igneous rock.

6. Term used when water carries away rock debris.

7. Rock type formed when sediment settles and is pressed together.

8. Process whereby sedimentary rocks become metamorphic rocks, metamorphic becomeigneous, igneous become sedimentary, etc.

9. Used to classify rock types, usually dull or glassy.

10. Destructive process that wears down rocks.

11. The phenomena of how the earth is shaped.

12. Rock type formed by volcanoes.

13. Change in rock angle due to upheavals of the crust.

14. The most consistent land shaping factor.

15. The sedimentary rock type from which slate is formed.

ROCK RHYOLITE SLATEMINERAL METAMORPHIC EROSIONSEDIMENTARY ROCK CYCLE LUSTERWEATHERING GEOLOGIC PROCESS IGNEOUSTILT WATER SHALE

Morrow Mountain State Park, NC 5.1.2 G5 August 1993

Crystal Word Search Puzzle

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Crystal Word Search Puzzle Answer Sheet

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4

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Fill in the blanks with the appropriate word suggested by each definition or example.When all words have been completed, find the words in the crystal word search puzzle.

1. Substance made up of one or more minerals. R 0 C K

2. Rocks exposed on the higher peaks and ridges of the Uwharrie Mountains.RHYOLITE

3. Metamorphosed sedimentary rock formed from volcanic ash, which breaks along a planeand is used as a building material. SLATE

4. Naturally occurring substance with its own crystal shape. MINERAL

5. Rock type formed when heat and pressure change sedimentary or igneous rock.METAMORPHIC

6. Term used when water carries away rock debris. EROSION

7. Rock type formed when sediment settles and is pressed together.SEDIMENTARY

8. Process whereby sedimentary rocks become metamorphic rocks, metamorphic becomeigneous, igneous become sedimentary', etc. ROCK CYCLE

9. Used to classify rock types, usually dull or glassy. LUSTER

10. Destructive process that wears down rocks. WEATHERING

11. The phenomena of how the earth is shaped. GEOLOGIC PROCESS

12. Rock type formed by volcanoes. IGNEOUS

13. Change in rock angle due to upheaval of the crust. T I L T.

14. The most consistent land shaping factor. WATER

15. The sedimentary rock type from which slate is formed. SHALE

ROCK RHYOLITE SLATEMINERAL METAMORPHIC EROSIONSEDIMENTARY ROCK CYCLE LUSTERWEATHERING GEOLOGIC PROCESS IGNEOUSTILT WATER SHALE

Morrow Mountain State Park. tic 5.1.5 August 1993

Post-Visit Activity #20

Geology Jeopardy


Communication Skills:listening, reading, vocabularyand viewing comprehension,speaking techniquesGuidance: group :AteractionScience: earth science, envi-ronmentSocial Science: organize andanalyze information, drawconclusions, participateeffectively in groups

Grade 6Communication Skills:listening, reading, vocabularyand viewing comprehension,speaking techniquesGuidance: group interactionScience: earth science, envi-ronmentSocial Studies: organize andanalyze information, drawconclusions

Grade 7Communication Skills:listening, reading, vocabularyand viewing comprehension,speaking techniquesGuidance: group cooperationScience: earth science, earthforms, natural phenomenaSocial Studies: organize andanalyze information, drawconclusions

Locations:Inside or outside, dependingon the weather

Group Size:30 or less, larger groups can beaccommodated

Estimated Time:30 minutes

Materials:PrOvided by the educator:

"Geology Jeopardy" board

JEA WARDS

1001100 100 100

200,2001200 200

300300'300 300

t,64001

001500'

Morrow Mountain State Nrk, NC


This game is adapted fromthe television game show,

Jeopardy. Before starting thegame be sure to briefly reviewthe geologic history of thepark in the Appendix (8.1).This is a fun way for the stu-dents to evaluate themselveson what they have learnedthrough the previous activities.The game also provides goodfactual information on geol-ogy and the Uwharrie Moun-tains, in particular. You maywish to award prizes or recog-nition to the participants withthe highest score.

Major Concepts:Rock formationsLandformsRock compositionUse of native stone

Objectives:List the three most commontypes of rock found in thepark and state which rocktype is highly resistant toerosion.Explain how sedimentary,metamorphic and igneousrocks are formed.Name two rock types andhow they have been usedby humans in this area.

5.2.1 09 August 1993

Instructions:Divide the clasS into three

teams. Put each team in a linefacing the Jeopardy Board.Ask one of the three studentsat the head of the lines topick the first number amountand category column to berevealed. The amounts do nothave to be selected in anyparticular order.

When the category and theamount have been selected,uncover the "answer" and readit aloud to the group. The firstof the three students at the headof the lines to raise a hand getsa chance to respond. (It is ex-tremely helpful to have some-one familiar with the group towatch for the first hand raised,since the leader will be readingthe "answers".)

The correct response mustbe in the form of a question.If the first student answersincorrectly, the other two stu-dents are given a chance toraise their hands and respond.


The student who correctlyresponds by asking "What is

?," receives the pointvalue card and gets to selectthe next category and amountto he revealed. If no correctresponse is given, the leadergives the response.

All three participants nowmove to the hack of the linesand the next three studentshave a chance to answer thenext question.

After all columns have beenuncovered, each team adds uptheir point cards to determinewho has the most points. Ifany prizes are to he awarded,that is done at this time.

Suggested Extensions:

Play another television gamecalled Win, Lose or Draw.Geological terms or processesare written on index cardswhich are placed face down ona table close to the chalkboardwhere the drawings will hedone. Try to have differentcolors of chalk available.

0

Divide the class into twogroups. Each group willchose someone to draw forthat group. One point is givenfor each correct guess. Thefirst group's "artist" has oneminute to convey a geologicalterm or process in picturesto their group. If the groupdoesn't guess the correctanswer in one minute then theother group has a chance toguess what was being drawn.If neither group gets the cor-rect answer, the moderator(usually a teacher) gives theanswer.

It is now the second group'sturn. A new index card istaken from the stack and thesecond group's "artist" drawsa picture to convey the termto their group. Suggestionsfor geological terms or pro-cesses that could be used are:erosion, weathering, glaciers.sedimentary rock, igneousrock, metamorphic rock,fossils, volcanoes, etc.

5.2.2 August 1993

Building Blocksand

Hammerstones

GEOLOGY

Rocks

100

JEOPARDY,

Landmarks

100

GeologicTerms

100100

200 200 200 200

300 300 300 300

400 400 400 400

500 500 500 500Morrow Mountain State Park, NC 5.2.3 August 1993

GEOLOGY JEOPARDY

Building Blocksand

Hammerstones

The stone NativeAmericans used tomake tools such asknives, spearpoints

and arrowheads.

.

Rocks

.

Landmarks

936 feet abovesea level.

Geoloclict-,

rferms.

A sedimentary rockformed from volcanic

ash, silt and sandthat settled in quiet

bodies of water.

A place wherebuilding rocks

are mined.

The rock the CCCquarried in the park

and used to buildwalls and buildings.

An igneous rockthat is found on allthe higher hills in

the Uwharries, andreduces the rate atwhich they erode.

This mountain rangeis made of rocks

formed 500 millionyears ago.

The rock type(such as slate)

created by heatand pressure

on rocks.

The rocks earlysettlers pickedand stacked upto make stone

walls and fences.

A weathered rockthat can be scratchedby your fingernail.

Located at thesouthern end of theUwharrie Mountain

range.

Rocks formed bythe cooling of hot,molten Pock on orbelow the surface

of the earth.

The type of rockthat makes up

95% of therocks on earth.

A white, hard rockwhich acts as

rock glue.The bedrock of

this region.

t

Movement ofweathered rock bywater, wind andglacial action.

The rock formationthat formed the

"Great Falls of theYadkin" before

a dam was built inthe early I 900's

The mineral thatgives basalt itsgreenish color.

The primarycause of erosion

of the earth.

The rock typeformed whensediments are

compacted and/orcemented together.

Morrow Nlountain State Park. NC 5.2.4 August 1993

GEOLOGY

Building Blocksand

Hammerstones

What is rhyolite?

JEOPARDY

Rocks

What is shale?

- Correct Responses

Landmarks Geolouict.,Terms

What is theeevation of

Morrow Mountain?What is a quarry?

What is slate? What is rhyolite?What is the

Uwharrie Mountainrange?

What ismetamorphic

rock?

What i basaltor quartz?

What isweathered slate or

weathered argillite?

What isMorrow Mountain

State Park?

What isigneous rock?

What isigneous rock? What is quartz? What is slate? What is erosion?

What isrhyolite or dike? What is chlorite?

What is movirwater?

orWhat is water

containing sediment?

What issedimentary rock?

Morrow Mountain state Park, NC 5.2.5 August 1993

VOCABULARYAggregate composed of a mixture of miner-als that may be separated by mechanicalmeans.

Anticline an upfold or arch of stratified rock.anticline

Argil lite the type of slate found at MorrowMountain State Park. (For further informationsee the "Rock and Mineral" factsheet in On-Site Activity #1 Rock ID.)

Basalt a hard, dense, dark,extrusive volcanic rock, alsocalled green stone. (Forfurther information seethe "Rock and Mineral"factsheet in On-SiteActivity #1 Rock ID.)

Bedding the formation of layers or strata insedimentary and metamorphosed sedimentaryrock.

Civilian Conservation Corps (CCC)a federal government program of the 1930'sand 1940's that was established to providejobs and develop public properties.

Chlorite a generally green or black mineraloften found in the basalt in the park.

Compaction the process or state of beingpressed together; compacted.

Morrom, Mountain State Park, NC 6.1

Crustal plates granitic plates on which thecontinents ride. When these plates collidethey push up mountains and create metamor-phic rock due to the pressure of their collision.

Decay to decompose; rot.

Decomposition the chemical breakup ofrock at or near the earth's surface. Themineral components of the rock are alteredand new compounds are produced.

Dike an intrusive, more or less vertical, thinsheet of igneous rock.

Earth's crust a rigid shell only about 30miles thick, less than one hundredth of thedistance to the center. Eight elements accountfor almost 99% of the earth's crust - oxygen(46.7%), silicone (27.7%), aluminum (8.1%),iron (5.1%), calcium (3.7%), sodium (2.8%),potassium (2.6%), and magnesium (2.1%).

Erosion the movement of bits of weatheredrock by wind, water, gravity and glacialactic3.

Extrusive igneous rock rock formed by thecooling of molten lava on the earth's surface.Examples found in the park are rhyolite andbasalt.

Faulting in geology, a fracture of the earthin which layers of rock slide up or downalong the break.

74August 1993

Folding to bend over or double up so thatone part lies on another part.

Geologic process the breaking down andbuilding up of rocks, such as weathering,erosion, sedimentation and volcanic action;the phenomena of how the earth is shaped.

Hypothesis a proposed or possible answer toa problem; a premise from which a conclusionis drawn.

Igneous rock - rock formed by the coolingof molten rock on or under the surface of theearth; rock formed by volcanoes. The crustof the earth is approximately 95% igneousrock. Examples found in the park are rhyoliteand basalt.

Intrusive igneous rock igneous rock thatforms when magma cools inside the earth,usually course-grained mineral crystals.

Lava molten rock that issues from a volcanoor a fissure in the earth's surface; the rockformed by the cooling and solidifying of thissubstance.

Luster the appearance of a rock surfacejudged by its brilliance and ability to reflectlight.

Magma molten rock beneath the earth'ssurface. When it reaches the earth's surface,it is called lava.

Mantle in geology, the layer of the earthbetween the crust and the core.

Metamorphic rock sedimentary or igneousrocks that have been altered chemically and/orphysically by great heat and pressure. Slate isa metamorphic rock found in the park.

Minerals one or more chemical elementsthat make up the earth's rocks. They areinorganic and occur naturally. Each mineral


has its own chemical make-up, as well as itsown characteristic crystal shape. Quartz isa common mineral found in the park.

Outcrop an area of exposed rock. Examplesare road cuts, stream beds and quarries.

Quartz a hard crystalline mineral of silicondioxide, Si0,. (For furtherinformation see the"Rock and Mineral"factsheet in On-SiteActivity #1- Rock ID.

Pteridinium a precambrian animal whosefossil is found in slate in the Stanly Countyregion. There is much disagreement abouthow this soft-bodied lobed animal looked,however, most researchers believe the animallived a solitary existence on the ocean floor.

Resistant rock rock that weathers anderodes more slowly than other rock in thesame area.

Rhyolite a glassy, volcanic rock, similar togranite in composition, which usually exhibitsflow lines. This is the most prominent rock onthe tops of the Uwharrie Mountains. Used byNative Americans to make tools and projectilepoints. (For further information see the "Rockand Mineral" factsheet in On-Site Activity #1

Rock ID.)

fi

6.2 August 1993

Rock a substance made up of one or moreminerals. Rocks are an important part of theearth's crust, mantle, and core. There are threeforms of rock: igneous, sedimentary, metamor-phic.

Rock cycle the process whereby one rocktype changes into another.

Cementing.ar

Deposition

Tr fportatnErosion

Weithering

HeatMelting

Magma

Sediment material that settles to the bottomof a liquid, such as soil being washed into alake and settling to the bottom.

Sedimentary rock rock made by the com-paction and/or cementing of sediments.

Shale a sedimentary rock composed of lami-nated layers of clay-like, fine-grained sedi-ments, such as volcanic ash. The slate found inthe park is metamorphosed shale.

Morrow Mountain State Park, NC 6.3

Slate a fine-grained metamorphic rockformed from volcanic ash, that splits into thin,smooth-surfaced layers; often used as abuilding material. (For further informationsee the "Rock and Mineral" factsheet in On-Site Activity #1 Rock ID.)

Syncline a downward fold in sedimentaryrocks. (See Anticline.)

Vent an exit hole for hot gases and lava toflow from a volcano.

Volcanic rock rocks produced by or dis-charged from a volcano.

Volcano a vent in the earth's crust throughwhich molten lava and gases are ejected; amountain formed by the materials so ejected.

Weathering any of the chemical or me-chanical processes by which rocks exposedto the weather decay to soil. In the broadestsense, any of the destructive elements thatwear down rocks, causing them to fragment,crack, or crumble. Examples include heat,chemicals, wind, water and ice. (Erosionloosens and carries away debris caused byweathering.)

Xenolith literally, a "stranger" rock, whichwas surrounded during the movement ofmagma to form an unrelated inclusion withinthe surrounding igneous rock.

1,)t)

August 1993

References

Adams, George F. and Jerome Wyckoff. 1971.Landforms: A Golden Guide. Racine, WI.:Western Publishing Company.

The American Forest Council. 1987. ProjectLearning Tree. (For information on ProjectLearning Tree, contact The Project LearningTree Coordinator, Box 8003, N.C. StateUniversity, Raleigh, NC. 27695.)

Beyer, Fred. 1991. North Carolina, TheYears Before Man: A Geologic History.Durham, NC.: Carolina Academic Press.

Birdd, Donald L. 1990. "Color Me Metamor-phic", The Science Teacher, (April).

Caduto, Michael J. 1985. Pond and Brook,A Guide to Nature Study in FreshwaterEnvironments. Englewood Cliff, NJ.:Prentice Hall.

Chesterman, Charles W. 1978. The AudubonSociety Field Guide to North American Rocksand Minerals. New York: Alfred A. Knopf.

Cvancara, Alan M. 1986. Field Manual forthe Amateur Geologist. New York, NY.:Prentice Hall.

Eves, Robert L. and Larry E. Davis. 1988."Is the Rock Cycle an Outdated Idea, or aUnifying Concept?" Journal of GeologicalEducation. Vol. 36.

Hogg, John C., Judson B. Cross and KennethE. Vordenberg,. 1959. Physical Science,A Basic Course. Princeton, NJ.: D. VanNostrand Co.

Morrow Mountain State Park, NC 1:0

Montgomery County Public Schools.Activities for Studying Rocks and Soil.Environmental Education Series.Bulletin No. 247 E. Rockville, MD.

Morrow Mountain State Park. Parkgeology files. (Contact Morrow MountainState Park, Rt. 5, Box 430, Albermarle, NC.28001.)

Mottana, Annibale, Rodolfo Crespi, andGiuseppe Liborio. 1978. Simon andSchuster's Guide to Rocks and Minerals.New York, NY.: Simon and Schuster.

Museum Institute for Teaching Science. 1988.Science is Elementary, Vol 3:1, Oct/Nov.Boston Museum of Science.

National Wildlife Federation. 1988.Geology, The Active Earth. Nature Scope.Washington, DC.

Pough, Fredrick H. 1960. A Field Guideto Rocks and Minerals, The Peterson FieldGuide Series. Cambridge, MA.: RiversidePress.

Sund, Tillery, and Trowbridge. 1973.Elementary Science Discovery LessonsThe Earth Sciences. Boston, MA: Allyn andBacon.

August 1993

Summary of the Uwharrie Mountains,6eology

This northeast-treadingmountain range, called the

Uwharries, is considered bygeologists to be a very ancientgeological formation. Althoughestimates vary considerably,most sources agree that thecataclysmic volcanic eruptionsand uplifting processes thatformed these mountains beganlate in the Cambrian period,well over 500 million yearsago. These processes wereactually taking place in abroad chain of volcanic islandswhich extended from Northern/irginia to an area near

Miliedgeville, Georgia. Someof these mountains, mainlythe non-volcanic ones, areestimated to have been over30,000 feet in elevation. (Thehighest mountains on earthtoday, the Himalayas, are justover 29,000 feet.) However,over the years, most of themhave been almost completelyworn away by the forces oferosion.

The Uwharrie Mountains ex-tend from southeastern Stan lyCounty northeastward someforty miles to the Asheboroarea, in a continuous belt ofrocky ridges and cone-shapedhills. In order to understandwhy this area is different topo-graphically from other areasin the Piedmont, one mustconsider the origin of the build-ing blocks of the mountainsthe rocks.


Geologists have foundample evidence deep in theearth that the Uwharrie Moun-tains were once part of a flatsea bottom. The tranquillityof this sea was disturbed bypowerful forces within theearth that began, over 500million years ago, to workdrastic changes.

Easily seen, along the creekbeds, in some road cuts, andat the bottom of the abandonedflagstone quarry located inthe park, is the familiar grayslate used in the constructionof many of the park's build-ings. This slate and the weath-ered slate layers sometimesfound above it, are proof thatquiet water existed among thevolcanic islands. Slate of thistype is called argillite andresulted when volcanic ashformed muddy sediments instill water. The ash slowlysettled to the bottom, formingbands of light and dark silt.As tremendous pressure devel-oped from water and sedimentlayers above, the soft muddysediments were transformedinto shale. With more pressure,heat and time, the shale meta-morphosed into the dense sltefound throughout the park.

slate

8. 1 . 1 78

It may have been during thelatter part of the slate-formingera, still millions of years be-fore the Age of Dinosaurs, thatchanges started to take placefrom inside the earth. Faulting,folding and metamorphismof pre-existing rocks occurredover a time period of 260million years, stretching fromthe Ordovician period (505million years ago) early in thePaleozoic Era to the Permianperiod in the later PaleozoicEra (245 million years ago).During this time, rock unitswere compressed and meta-morphosed by at least threedifferent mountain-buildingepisodes. These episodes werecaused by the collision of theEuro-African continent withNorth America. The resultsof these cataclysmic episodesare easily visible in the parkfor the slate layers are seldomfound in a horizontal position,although they were certainlyformed that way. Instead theyare tilted, broken and faultedto the extent that the layers inthe abandoned quarry arenearly vertical!

With the beginning of theMesozoic Era, over 240 mil-lion years ago, the mountainsof the Piedmont began toerode away. By the end of thePliocene Epoch, 1.7 millionyears ago, the Uwharries

looked very similar to howthey appear today. The

rocks which make up the

August 1993

Uwharrie Mountains are Pre-cambrian in age but the landsurface created by the erosionis very young in geologicalterms. This is because theUwharrie rocks were formed500 million years ago. Theserocks were buried under sixmiles of younger rocks whichare now eroded away. Todaythe extrusive lava-formedrocks, basalt and rhyolite,are once again on the land'ssurface.

The basalt is found in thepark as roundedboulders atthe bottom ofhills or onthe hillsideIt wasformedwhen lavaflowed, from volcanoesor cracks in the earth, thencooled quickly. Basalt is aheavy, grayish-green rock(green from the mineral chlo-rite) with a very fine grain.

Rhyolite is found on the topsof all the higher mountains inthe Uwharries, where it hasacted as a hard, protectivelayer. Its chemical composi-tion is identical to the familiargranite, but granite has largecrystals in its structure becauseit cooled slowly deep in theearth, allowing time for thecrystals to grow. Rhyolite onthe other hand, is very glassyin texture because, it wascooled too quickly for crystalsto form. Rhyolite flows froma volcano only during very vio-

lent eruptions due to its verythick, viscous nature. It doesnot flow very far or form gasbubbles, and develops a veryfine texture and extreme hard-ness upon cooling.

Because of its hardness anddensity, rhyolite deposits haveresisted the erosion which cutaway so much of the softerrock of the region. Nearly allthe Uwharrie mountaintopshave rhyolite boulders onthem. The area's NativeAmericans broke up some ofthese rhyolite boulders to maketools, leaving the black, grayand white slivers of rock foundon these mountains today.Rhyolite is the best naturalmaterial found in the south-eastern United States for mak-ing stone tools which require ahard, sharp edge, such as spearand arrowheads, knives andscrapers. The first evidence ofNative Americans in the areadates back to 10,000 B.C.a long time ago by humanstandards but a mere momentin geological time.

Many visitors to MorrowMountain enjoy the impressiveview from the mountain's top.Morrow Mountain is only 936feet above sea level but standsover 600 feet above the sur-rounding country side.

Sugarloaf and HattawayMountains, lying just north ofMorrow Mountain, are wellover 800 feet in elevation. Bothare quite massive. Sugarloaf iscomposed of a rounded peak,a spur and a ridge extending


southward to Morrow Moun-tain. Hattaway is an L-shapedridge with the shorter axisextending westward. It has nodefinite summit, but rather along ridge formation withoccasional dips at streamheads. Rhyolite is less exten-sive on these mountains.

Fall Mountain, in thenorthern section of the park,has an unusual rhyolite forma-tion called a dike. The dikeextends northeast from thissummit all the way across theYadkin River. Such forma-tions are caused by lava seep-age through a large crack inthe earth.

At the point where this dikeof hard, erosion-resistant rockcrosses the Yadkin River, theGreat Falls of the Yadkinformed. This was the largestwaterfall in the state in termsof volume of water. The earlyEuropean explorer, JohnLawson, visited this area in1701 and described these fallsas being very large and beauti-ful. Dr. Frances Kron, wholived in the house which isnow part of the park's histori-cal restoration, reported inhis diary that the noise of thefalls could be heard from hisfront porch, which is over amile away and on the oppositeside of Fall Mountain. Today,Alcoa's Falls Dam sits ontop of the rhyolite dike andthe falls are no longer seenor heard.

August 1993

SCHEDULING WORKSHEET

Date request received Request received by

1) Name of group (school)

2) Contact personname phone (work) (home)

address3) Day/date/time of requested program

4) Program desired and program length

5) Meeting place

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

7)Number of students Age range (grade)

8) Number of chaperones

9) Areas of special emphasis

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

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

If no, mail the contact person an Educator's Guide.

12) Are parental permission forms required? If yes do you have these forms?If not, mail contact person a Parental Permission form.

1, , have read the entire Educator's Guide andunderstand and agree to all the conditions within it.

Return to: Morrow Mountain State Park49104 Morrow Mountain Rd.Albemarle, North Carolina 28001

Morrow Mountain State Park. N(' 9.1 AuLitist 1993

PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon he involved in an exciting learning adventure an environmental educationexperience at . Studies have shown that such "hands-on"learning programs iiriprc.ve children's attitudes and performance In a broad range of schoolsubjects.

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

Child's name

Does your child:

Have an allergy to bee stings or insect bites?

If so, please have them bring their medication and stress that they, or the group leader, heable to administer it.

Have other allergies?

Have any other health problems we should be aware of?

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

Parent's signature date

Parent's name Home phone(please print) Work phone

Family Physician's name phone

Alternate Emergency Contact

Name phone

Morrow Mountain State Park. NC 9.2 August 1993

NORTH CAROLINA PARKS & RECREATIONPROGRAM EVALUATION

Please take a few moments to evaluate the prograrn(s) you received. This will help us improve

our service to you in the future.

1. Program title(s) Date

Program leader(s)

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

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

4. What can we do to improve the program(s)?

5. General comments

LEADERS OF SCHOOL GROUPS AND OTHER ORGANIZED YOUTH GROUPS

PLEASE ANSWER THESE ADDITIONAL QUESTIONS:

6. Group (school) name

7. Did the program(s) meet the stated objectives or curriculum needs?

If not. why?

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



Albemarle, North Carolina 28001

a9.3 August 1993

Lh 3


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Morrow Mountain State Park, NC 10.3

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August 1993

Morrow Mountain State Park. NC I0.4 August 1993

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Funding for this publicationwas generously provided by

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N.C. Di \ ision of Parks and RecreationDepartment of Environment. Health, and Natural Resources

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James B. I flint. Jr.Governor4-93

Jonathan B. HowesSecretary

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Since its creation in 1916, the North Carolina State ParksSystem has provided its visitors with opportunities for educationalexperiences and programs. Through the years, we have continuedto revise and update our programming to make it more informa-tive and more tailored to the needs of our state's school system.

Our state park system provides a wonderful outdoor classroomfor learning about our North Carolina heritage. Each of our uniquestate parks offers a variety of environmental education opportuni-ties which highlight our state's natural and cultural resources. Allof our environmental education programs are designed to meetthe curriculum requirements of the North Carolina Department ofPublic Instruction. Subject areas covered include science, socialstudies, arts, guidance, math, healthful living and communicationskills.

The goal of our environmental educationprogram is to generate an a, areness in allindividual., which cultivates respon-sible stewardship of the earth. ..4_,_#

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Morrow Mountain State Palk lies at the heart of the southernpiedmont region of North Carolina known as the Carolina SlateBelt. This area was once covered by a shallow sea in whichvolcanic islands formed over 500 million years ago.

Although the inland sea islands and the lofty mountain rangethat the volcanoes eventually formed no longer exist, the rocksproduced in this early period continue to play an important part inthe appearance of the landscape today. The hard rocks producedby the lava flows, called basalt and rhyolite, have resisted theerosion of the Pee Dee River system more effectively than thesofter volcanic slate that underlies much of the region. This differ-ence in erosion rates has produced the steep hills known as theUwharrie Mountains.

Archaeological research in the area has shown that NativeAmericans settled along the rivers of this region over 10,0(X) yearsago. Excavated village sites show ample evidence, in the formof artifacts and burials, that large numbers of Native Americansoccupied the area continuously until the 1720's. Early explorerswho passed through the area described the Uwharries as a beauti-ful land of great trees, broad open savannahs and plentiful game,including elk, deer, bison, bear, cougar and wolf.

Around 1930 there was local interest in establishing a statepark at Morrow Mountain. A committee was formed and bondswere issued for the purchase of land. The land was given to thestate and the park opened to the public in 1935. Much of theearly construction work, including the impressive stone lodge,was undertaken by the Civilian Conservation Corps during theGreat Depression.

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Program Options

A wide variety of outdoor educational programs is offered atMorrow Mountain State Park. Leaders may choose to conducttheir own programs or to enlist the help of the park staff. Thepark's primary themes are geology, plant communities, waterquality, cultural history and resource management. Programsin these and other areas are available to groups.

Morrow Mountain State Park abounds with natural historyand is an excellent place to teach ecology. environmental issues,biology, conservation, earth science, literature, math and geology.The park's cultural resources provide a wonderful outdoorclassroom for learning about the history of Native Americansand the first European settlers in this area. The park museum hasdisplays on topics ranging from the formation of the UwharrieMountains to the land's first inhabitants.

The park's environmental education program is designedto provide learning opportunities using resources in the park.Students can experience the resources first-hand and understandthe roles they play in our everyday lives. Groups areencouraged to visit the park during allseasons of the year for hikes,exploration, environmentaleducation programs and

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Kron House Restoration AreaDr. Francis Kron was one of the lust medical doctors in the

southern piedmont of North Carana. He and his family movedto Stanly County in the mid-1800's His house, office and green-house have been rebuilt and are open to visitors throughout the'year. North Carolina's largest Spanish chestnut tree, which Dr.Kron planted in the late 1800's, is found here.

Plant CommunitiesThe variety of ecological niches at Morrow Mountain State

Park is reflected in the diversity of plant species and forest types.Distinct and easily recognizable plant communities in the parkrange from the chestnut-oak forests on the dry, rocky mountainslopes, to the floodplain forest where the loamy soil is constantlymoist. Other plant communities in the park include the oak-hickory forest, bottomi1 hardwood, pine forest, old fields andopen marshlands.

WildlifeMorrow Mountain is home to a wide variety of wildlife, rang-

ing from the abundant white-tailed deer to small, inconspicuousinsects found beneath the leaf litter. The diversity of habitatsfound in the park accounts for the many animal species.Among the most common mammals, reptiles andamphibians are fox, squirrel, skunk, bobcat, bats. 4,

spring peepers, black rat snake and marbled salamander.Birds abound in the park with many standing dead treesproviding nesting cavities for such birds as woodpeck-ers, owls, wood ducks, and chickadees, while along thelakeshore. great blue herons, ospreys, many varieties ofwaterfowl and bald eagles are frequently seen.

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Trail Descriptions

Three Rivers Self-Guided Trail: Although only 0.6 mile long,this circular trail offers more ecological diversity and wildlife-viewing opportunities than many longer trails. The path windsthrough a swampy woodland to the riverbank, skirts an openmarsh, then tops a small hill. From there, you can overlook thejunction where the Yadkin and Uwharrie rivers form the Pee DeeRiver. A trail booklet, rich with information on natural history, aswell as historic and prehistoric occupation of the area, is availableat the park office.

Laurel Self-Guided Trail: Many common trees of the uplandhardwood forest are identified in the booklet accompanying this0.6 mile circular trail that begins at the museum. In addition tomature oaks and hickories, the trail offers a hillside view ofSugarloaf Branch and winds through stands of pines which markthe location of old fields. Mountain laurel and pinxter flowers(azalea. dowering in May, are abundant on approximately halfof this trail. Obtain the trail guide at the park office.

Quarry Trail: A 0.6 mile walk (one way) along this trail affordsan opportunity to view the bedrock that makes up this area. Thetwisted, upturned layers of volcanic slate, exposed by quarryingactivities, are mute testimony to the cataclysmic formation of theSlate Belt some 400 million years ago. The bottom of this man-made gorge now harbors a heavy growth of ferns and moisture-loving wildflowers.

Hattaway Mountain Trail: This 2 mile trail takes the hiker up thesteep slopes of Hattaway Mountain, the third highest peak in thepark. The mature forest of chestnut oaks and sourwoods along theflattened summit of Hattaway is typical of dry, rocky ridges in theUwharrie Mountains.

Rocks Trail: This 2.6 mile trail leads to a 35 foot high rock out-crop overlooking the Pee Dee River. Dense thickets of mountainlaurel are found near the trail's end.

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Mountain Loop Trail: This loop trail starts and ends at the picnicarea on the summit of Morrow Mountain and winds for 0.8 milesthrough the chestnut-oak forest and across two ridges as it circlesthe top of the mountain.

Sugarloaf Mountain Trail: The large field at the beginning ofthis 2.8 mile trail is an excellent place to sec white-tailed deer,red-tailed hawks and songbirds. Climbing the slopes of Sugarloaf,the park's second highest mountain, the observant hiker can seethe typical sequence of rocks found on volcanic peaks in theUwharries: volcanic slate at the bottom, tuff (volcanic ash) onthe mountain sides, and a hard, erosion resistant cap of rhyolite(volcanic flint) on the summit. The steep trail that completes theloop affords fine views of the valley of the PC.Q Dee River andTater Top, a conical hill at the foot of Morrow Mountain.

Fall Mountain Trail: At 4.1 miles, this rugged circular trailoffers more of a wilderness experience than the other trails in thepark. Many interesting flowering shrubs including mountainlaurel, horse-sugar, pinxter flower (azalea) and witch hazel can .

be found on Fall Mountain. Cliff-like rock outcrops afford goodviews of the Yadkin River. Along this portion of the trail, one hasan especially good chance of seeing such attractive birds as thekingfisher, great blue heron, osprey. wood duck and the pileatedwoodpecker. Hiking boots are recommended for crossing thesharp fragments of rhyolite near Falls Darn.

Morrow Mountain Trail: Begin at the museum parking areaand hike this 3 mile trail to the summit of Morrow Mountain. Thistrail utilizes portions of three other trails: Laurel Trail, SugarloafMountain Trail and Mountain Loop Trail. It offers a secludedhiking experience through mature hardwood forest, crossingstreams, and concluding with a strenuous 0.25 mile hike up thesteep slopes of Morrow Mountain.

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Groups are encouraged to visit the park during all seasons ofthe year for hikes, exploration. environmental education programsand activities. Leaders may choose to conduct their own activitiesor enlist the help of the park staff.

To Make a ReservationBecause our Environmental Education Learning Experiences

involve additional park staff, it is necessary to contact the park atleast one month in advance. For other types.of programs, includ-ing special requests, please contact the park at least two weeks inadvance.

Please provide the following information:Name of group (school).Name, address, work and home telephone numbers of thegroup contact person.Date and time of arrival and meeting place at the park.Departure time from the park.Number of participants and adult leaders. (A maximum of30 participants is recommended. Please have one adultleader per 10 students. Adult leaders are responsible formaintaining control of the group).Age range and/or special needs of the participants.Desired activities; assistance from park staff.

Bad Weather Policy and CancellationsOur Environmental Education Leming Experiences are held

outside. If weather conditions preclude us from conducting theprogram outside, we will provide a modified program at the parkoffice. If you make a reservation for an Environmental EducationLearning Experience (or another program) you may come regard-less of the weather or we can reschedule if you desire. If you wishto cancel or reschedule, please notify the park office as soon aspossible. 05

1. Complete appropriate pre-visit activities in the Environ-mental Education Learning Experience packet.

2. Visit the park without the participants poor to the sched-uled group trip. This will give you a chance to becomefamiliar with the park facilities and staff, and provide youwith an opportunity to identify potential problems.

3. Discuss behavior expectations with adult leaders and par-ticipants when planning the trip. Discuss the park ruleslisted and emphasize safety.

4. Inform your group about poison ivy, ticks. snakes andinsects. Discuss the need to use insect repellent from latespring through early fall.

5. Inform the group of the need to dress appropriately for theseason. Shoes suitable for walking should be worn.

6. Have everyone wear a name tag. For safety, please colorcode them by groups. A buddy system for younger studentsis encouraged.

7. Group leaders are responsible for obtaining a consent formfrom each participant, including a list of any health consid-erations and special medical needs. These forms are avail-able at the park office and from the Environmental Educa-tion Learning Experience packet.

8. If your group plans to collect any plant, animal or mineralwithin the park, a Research Activity permit is required.Contact the park office to obtain a permit application atleast 30 days in advance of your visit.

9. Assigning jobs to students and/or leaders is recommended.Leaders could be responsible for lunches, moving groupsfrom one area to another and enforcing rules.

Please obey the following rules:1. To help you get the most out of the experience, and increase

the chances of observing wildlife, be as quiet as possible.2. On hikes, walk behind the leader at all times. Assign an

adult leader to be last and keep the group between these twopecple. Stay on designated trails and do not run.

3. All plants and animals within the park are protected. Harm-ing or disturbing plants and animals is prohibited in allState Parks. This allows all visitors the same opportunity toenjoy our natural resources.

4. Picnic only in the designated picnic areas. Help keep thepark clean and natural; do not litter.

5. In case of accident or emergency contact the park staffimmediately.

,Followinghe Trip

As soon as possible after the trip:1. Complete the post-visit activities in the Environmental

Education Learning Experience packet.2. Build upon the field experiences and encourage participants

to seek answers to questions and problems encountered atthe park.

3. Relate the experience to classroom activities and curriculumthrough reports, projects, demonstrations, displays andpresentations.

4. Give tests or evaluations, if appropriate, to determine if thestudents have gained the desired information from theexperience.

5. File a written evaluation of the experience with the park.Evaluation forms are available at the park office and fromthe Environmental Education Learning Experience activitypacket.

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Park Facilities

Restrooms: ReFtrooms are available at the picnic areas, swimmingpool, boathouse, park office and campground.

Picnic Areas: Picnic areas with tables, shelters and grills arelocated at the top of Morrow Mountain and at the swimmingarea parking lot. Shelters may be reserved for a modest fee,or are available on a first come basis free of charge.

Family Camping: Family camping is avL..able year-round on afirst come basis. Each site has a grill, picnic table, trash canand gravel pad for vehicle parking: drinking water and modernshower facilities are located nearby. Electrical and waterhookups are not available. The shower facilities are closedDecember 1 to March 15, but drinking water and pit toiletsare provided.

Group Camping: The group camping area, which has drinkingwater, pit toilets and picnic tables, is available by reservation.Groups are not allowed to stay in the family campground.

Backpack Camping: Backpack camping is available. Checkwith a ranger for registration procedures.

Swimming: The swimming pool area is open June 1st throughLabor Day and is accessible to the physically disabled. Thepool area includes a modern bathhouse and concession stand.

Boat Rentals: Rowboat and canoe rentals are available from June1st through Labor Day.

Museum: A small museum containing information on geologyand cultural and natural hisory is available to your group uponrequest.

Lodge: The lodge is a large building constructed by the CivilianConservation Corps (CCC) and Works Progress Administration(WPA). The park office is located here. The building is usedfor programs in inclement weather conditions.

Cabins: There are six fully-equipped vacation cabins that may bereserved.

Park Information

Location: Morrow Mountain State Park is located in Stan lyCounty, 6 miles east of Albemarle and is accessible from NChighways 24/27, 73 and 740.

Address:Morrow Mountain State Park49104 Morrow Mountain RoadAlbemarle, North Carolina 28001

Telephone:(704) 982-4402

Office Hours:Monday - Friday. 9 a.m. to Noon

Park Hours:November FebruaryMarch. OctoberApril, May, SeptemberJune - August

8:(X) a.m. to 6:00 p m.8:(X) a.m. to 7:00 p.m.8:00 a.m. to 8:00 p.m.8:0() a.m. to 9:00 p.m.

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Educational Activities Available atMorrow Mountain State Park


Albemarle, North Carolina 28001Telephone: (704) 982-4402

The following is a list of educational programs offered by park staff at the park and as outreachprograms. Ask park staff about new programs that may have been added to the list.

OLD AS THE HILLSAn Environmental Education Learning Experience

DANGER! Unwary students may have fun while learning.

The environmental education learning experience, Old As The Hills, focuses on thegeology of the Uwharrie Mountains and Morrow Mountain State Park. It includes anEducator's Activity Packet designed to provide environmental education through aseries of hands-on activities, educator and student background materials, vocabulary,lists of curriculum areas and measurable objectives, references and worksheets. Devel-oped for grades 5 7, the activity packet offers environmental education while meetingestablished curriculum objectives of the North Carolina Department of Public Educa-tion in a variety of subject areas. Activities include pre-visit, on-site and post-visitactivities. Students will be exposed to such major concepts as rock formation, weather-ing, resource management and preservation. Time required varies depending uponactivities chosen.

Other ProgramsThe programs listed below may be geared to any grade level and last approximately 1 hour.

Three Rivers Nature Trail HikeA self-guided or ranger-guided hike that introduces the unique early settlements in the area, as wellas the abundant wildlife of the Uwharrie Mountains.

Kron Restoration AreaVisit the old homesite of Dr. Kron and his family, who lived here in the 1800's. Dr. Kron was thefirst medical doctor in this area and was an avid horticulturist.

RaptorsCurious about our national bird? Find out more about the bald eagle and other birds of prey, suchas hawks and owls.

Native AmericansLearn how Native Americans lived in this area before the arrival of European settlers..

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Plant EcosystemsCan't see the forest for the trees'? Discover the different forest types found in the park and thespecial requirements for each.

The White-tailed DeerLearn how the abundant white-tailed deer survives and adapts through the changing seasons.

Reptiles and AmphibiansGet acquainted with some of the 5 different species of reptiles and amphibians at Morrow Moun-tain State Park.

Reading Animal SignsLearn how to identify and read animal signs while exploring those left along the Pee Dee River.

Aquatic LifeLearn about the fascinating life found in the waters in and around Morrow Mountain State Park.

Bird LifeWant to learn more al-)out our feathered friends'? This program introduces you to the basics ofstudying birds, their habitats and adaptations.

Other programs are available on a wide range of topics. Ourprofessional park staff will also develop a special program for yourgroup upon request. Call the park office for further details. .

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Documents

DOCUMENT RESUME ED 376 025DOCUMENT RESUME ED 376 025 SE 054 366 TITLE Old as the Hills. Morrow Mountain State Park: An Environmental Education Learning Experience Designed for Grades