Download Shoebox Geology: Volcanic Deposits and Stratigraphy and more Summaries Geology in PDF only on Docsity!
Learner Objectives:
Students will: ● (^) Learn about the types of deposits produced by volcanic processes ● (^) Learn about the law of superposition ● (^) Apply knowledge of geologic processes to create and interpret a model ● (^) Measure and record data to create a stratigraphic column
Setting: Outdoors or in a tarped or
uncarpeted classroom
Timeframe: 90 minutes (or two class
sessions) plus 2 to 3 days drying time for models
Interpreting a Stratigraphic Column of Books and Papers —10 minutes
Modeling Earth Events in a Shoebox —40 minutes
Interpreting Earth Events in a Shoebox —40 minutes
Grade Level: 6– 10
Shoebox Geologist
Overview
Model depositional processes from volcanically active areas using sediments in a shoebox. Interpret geologic events from layers in a classmate’s shoebox model and draw a stratigraphic column graphic.
Before
After
Activity last modified: September 5, 2014
U.S. Department of the Interior U.S. Geological Survey General Information Product 19
Living with a Volcano in Your Backyard-
An Educator's Guide with Emphasis on Mount Rainier Prepared in collaboration with the National Park Service
NATIONALPARK SERVICE
Materials:
Introducing Rock and Sediment Layer Interpretation
● (^) Class copies of “Shoebox Geologist Recipes” student page ● (^) “Layers at Sunrise Ridge on Mount Rainier” graphic
Modeling Erosion and Deposition in a Shoebox
● (^) 6 to 8 copies of “Shoebox Geologist Recipes” student page ● (^) 6 to 8 copies of “Shoebox Geologist— Sequence of Events” student page ● (^) 6 to 8 copies of “Shoebox Geologist— Interpretation of Events” student page ● (^) 2 to 4 tarps (for indoor use only) ● (^) Pea gravel ● (^) Medium to coarse sand ● (^) Sawdust ● (^) Potting soil ● (^) Dry cement powder or rock dust ● (^) 4 or more varieties of colored sand ● (^) Soil ● (^) Fine white sand ● (^) Twigs ● (^) Human artifacts (bottle caps, match sticks, string, etc.) ● (^) 6 to 8 shoeboxes ● (^) 18 to 24 containers for mixing sediments (plastic bags, buckets or large beakers work well) ● (^) Disposable gloves for students ● (^) Spoons for scooping rock materials ● (^) Spray bottles with water
Interpreting Volcanic Events from Layers in a Shoebox Model ● (^) Copies of “Shoebox Geologist-Recipes” student page ● (^) Copies of “Shoebox Geologist— Interpretation” student page ● (^) 6 to 8 rulers ● (^) 6 to 8 scissors
Vocabulary: Deposit, Law of Superposition, stratigraphic column
Skills: Measure, demonstrate, compare, interpret, observe, apply, analyze, conclude
Benchmarks:
See benchmarks in Introduction.
Interpreting a Stratigraphic Column of Books and Papers
The Law of Superposition states that layers that are younger will be deposited on top of layers that are older. Illustrate this concept by having the class build a column of papers and books, followed by the drawing of a stratigraphic column on a projected transparency or board.
1. To illustrate the Law, create a stratigraphic column graphic as a class. Multiple students stack papers and books at one central location that is visible to all.
2. Afterwards, the class describes the events from first to last. Students verbally describe some characteristics of each book or paper layer. During this discussion draw and label the event sequence, from bottom to top, on an overhead transparency or board.
3. Instruct students to remove one or more books before the stratigraphic column graphic is finished. Ask if there is evidence that the event ever happened.
4. Discuss some of the geologic processes that might produce layers at Cascade volcanoes. Then, display the “Layers at Sunrise Ridge on Mount Rainier” graphic to show the class a true example of rock and sediment layers. Point out the different types of layers in the section. Refer students to the table on the “Shoebox Geologist Recipes” student page that describes the different layers produced by geologic processes.
5. Discuss gradual versus catastrophic processes and give examples: soils are formed by gradual processes; tephra desposits are deposited by a catastrophic process.
Modeling Earth Events in a Shoebox
Model the deposition and erosion of various geological processes using ingredients in a shoebox.
1. Conduct this activity outdoors or in a room free of carpets.
2. Place buckets or bags of materials and water on a resource table so that students can obtain them as needed.
3. Divide students into 4 to 5 person groups.
4. Each group requires a shoebox, containers for water (spray bottles) and for carrying materials to their work area, copies of “ Shoebox Geologist Recipes ” and “ Shoebox Geologist Sequence of Events ” student pages. Students write their group number on the “ Shoebox Geologist―Sequence of Events ” student page.
5. Students should work in groups to decide the type, order and thickness of layers that they wish to construct in their shoebox. Encourage and model discussion along the following lines: “ At the bottom of the box, I will make a stream bed. A thick lahar will flow over the top of the stream bed, followed by rocks from a pyroclastic flow, and a thin layer of volcanic ash. On top of that I will put a layer of rocks from a lahar, then two more layers of thick volcanic ash—each of different colors. Then, I will add rocks from another lahar, some human artifacts, another ash layer, and then forest floor on top. ”
6. Students list their chosen layers in sequence from oldest to youngest (bottom to top) on the “ Shoebox Geologist– Sequence of Events ” student page. On the “ Shoebox Geologist Recipes ” student page, students circle their necessary ingredients, and place numbers on the page margin to show the order in which ingredients are be added.
7. Place the “oldest” layer on the bottom of the shoebox and tamp or press firmly to solidify. Mist lightly with water to activate the Plaster of Paris. Continue layering the materials, pressing firmly, and lightly misting each layer according to the desired sequence of events. Be careful not to add too much water. The boxes should be damp but not dripping.
8. Allow shoeboxes to dry for 2 to 3 days.
Photo Instructions:
**3. Fill the box:
- Choose Ingredients:**
Choose types of ingredients and order of layers. Include vegetation and human artifacts.
Add layers that are easily distinguishable. Tamping or pressing firmly after each layer will help them solidify.
Add ingredients in the order that your group has chosen.
2. Add layers to the box: 4. Tamp down layers:
5. Cutting the box:
7. Observe the layers: 6. Peeling back:
Measure and analyze origin of layers.
After box has dried — cut a slit in the front of the box.
Slowly and carefully peel off the front and sides to reveal the layers.
◆ (^) Luscious Layers—build an edible model of Mount Rainier using simple kitchen
products. Conduct this activity as a teacher demonstration or in student groups. Prior to the class, bake three cake layers for your demonstration or for each student group. Assemble kitchen ingredients that represent a variety of eruptive products. For example, use cut and quartered cake layers as lava layers, crumbled cookies as loose rock layers deposited by pyroclastic flows, cocoa powder as tephra, canned whipped cream as glacier cover, and chocolate sauce as a lahar. Provide each group with a cookie tray, cake layers, and assembled kitchen ingredients, paper towels for cleanup, and plates and forks for eventual cake consumption. Build a stratovolcano by stacking ingredients into alternating layers. Take care to stack layers irregularly, as is typical of a stratovolcano. Remind students that most stratovolcanoes are not perfect cones. Pour chocolate sauce over the cake to illustrate a lahar. When the volcano cakes are completed, summarize the processes that build real stratovolcanoes, and review the Law of Superposition. Use a knife to carve out a section that exposes all layers, and then feed the cake to your volcano makers.
Simplify preparations by purchasing a frosted layer cake. Gently lift cake layers to add crumbled cookies and cocoa powder. Run the chocolate sauce lahar over it. Cut the cake open to expose the layers. As a cheaper alternative, stack pancakes instead of cake layers.
Assessment
For assessment, review the stratigraphic columns and look for evidence of student recognition that each layer represents a geologic event. Students should be able to interpret the order of events by noting that the oldest evidence exists at the bottom while products of younger events are found at the top. Assess application to real—world situations by assigning interpretation of an additional ready-to-interpret geology shoebox. For older students assign an interpretation of layers at a local roadcut or stream cut in your community.
References
Cas, R.A.F., and Wright, J.V., 1987, Volcanic successions modern and ancient—a geological approach to processes, products and successions: Allen and Unwin, London, 528 p.
Fisher, R.V., and Schmincke, H.U., Pyroclastic rocks: New York, N.Y., Springer–Verlag, 1984, 472 p.
Scott, K.M., Vallance, J.W., and Pringle, P.T., 1995, Sedimentology, behavior, and hazards of debris flows at Mount Rainier, Washington: U.S. Geological Survey Professional Paper 1547, 56 p., 1 pl.
Vallance, J.W., and Scott, K.M., 1997, The Osceola Mudflow from Mount Rainier: sedimentology and hazard implications of a huge clay-rich debris flow: Geological Society of America Bulletin, February, 1997, v. 109: no. 2, p. 143–163, 6 tables.
Zehfuss, P.H., Atwater, B.F., Vallance, J.W., Brenniman, H., and Brown, T.A., 2003, Holocene lahars and their by-products along the historical path of the White River between Mount Rainier and Seattle: in Swanson, T.W., ed, Western Cordillera and adjacent areas: Boulder, Colo., Geological Society of America Field Guide 4, p. 209–223.
Photo Credits
1. Layers at Sunrise Ridge on Mount Rainier, Photo by Greg Burtchard, National Park Service.
Refer to Internet Resources Page for a list of resources available as a supplement to this activity.
Living with a Volcano in Your Backyard–An Educator's Guide: U. S. Geological Survey GIP 19
Instructions:
Record the series of geological events that you show in your model from oldest to youngest.
Shoe box Geolog ist
—
Seque nce of Eve nts
Living with a Volcano in Your Backyard–An Educator's Guide: U. S. Geological Survey GIP 19
Instructions:
Draw the layers from the model you were given to interpret. Be sure to measure the thickness of each layer
and accurately draw the layers in the rectangle below. Use shading and patterns to represent the different deposits. Label all layers in your stratigraphic column. On the back of the paper, describe the order of events. Which team’s shoebox are you interpreting?
BoxNumber Shoe box Geolog ist
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Interpretation of Eve nts
