![](media/image1.png)

**Title:** The NPS at work

**Goals:** The students will be able to explain why the National Park
Service was created. They will be able to discuss the diversity that
exists in America and what they can do to protect the resources. They
will be able to explain why it is important to protect America\'s
resources.

**Objectives:** The student will be able to:

1)  state three purposes of the NPS

2)  list a different activity that can be done in 3 different parks

3)  list at least 3 ways to conserve our parks

**Materials Needed:**

Internet Access

Books about National Parks

Presentation Sheet

11 x 17 in sheets

Colored pencils

Rulers

Popsicle sticks

4 ft long string/rope for every student

**Background Information:**

> On August 25, 1916, President Woodrow Wilson signed the act creating
> the National Park Service. This new branch of the Department of
> Interior was responsible for protecting the present and future
> National Parks and Monuments.
>
> This \"Organic Act\" of August 25, 1916, states that \"the Service
> thus established shall promote and regulate the use of Federal areas
> known as national parks, monuments and reservations . . . by such
> means and measures as conform to the fundamental purpose of the said
> parks, monuments and reservations, which purpose is to conserve the
> scenery and the natural and historic objects and the wild life therein
> and to provide for the enjoyment of the same in such manner and by
> such means as will leave them unimpaired for the enjoyment of future
> generations.\"
>
> The National Park System currently comprises of 384 areas. Congress
> has designated all of these areas in some way. Through the Antiquities
> Act of 1906, the President has the authority to establish national
> monuments. The first official national park is located in Yellowstone
> National Park.

**Activity:**

**Session One:**

**\***This activity will take more than one class session. Small group
activity.

1\. Familiarize the class with the history of the National Park Service.

(You may want to have a map of all of the National Parks available for
the students to use.)

> 2\. Explain to them that they will be doing research of a park of
> their choice. Provide them with as much material as possible. You can
> have the students write a letter to the park requesting information
> about the park.
>
> 3\. Once they have enough information, they can present their park to
> the class. The presentation sheet will guide them to a successful
> presentation
>
> **Session Two:**
>
> \*This can be done while the students are waiting for the information
> on the park of their choice.
>
> \*The students will create their own park.
>
> \*To successfully complete this activity, they will need to follow the
> guidelines set forth in the \"My Park\" activity sheet.
>
> \*You can choose to do this activity outside or inside the classroom

1.  If you haven't already done so, familiarize the students with the
    history of the NPS.

2.  Compile a list, with the class, some of the features they think
    belong in a National Park.

3.  Discuss the importance of having national parks. Why should we have
    them? What is the purpose of having one? Who should be able to go to
    a national park? What can the students do to protect their local
    park?

4.  After the discussion, distribute the 'My Park' sheet. Review it and
    gage comprehension before going outside. You may want to set
    guidelines for rules of behavior while they are doing this activity.

5.  Allow the students, in their groups, to find their own park area.

6.  After twenty minutes, tell the students they will split up and visit
    the parks.

7.  Each member will have ten minutes to visit the other parks.

8.  When the twenty minutes is up, have the students get back together
    and fill out the questionnaire.

9.  Back in the classroom, discuss the questionnaire with the students.

**Assessment:**

Successful completion of the activities.

Participation during the discussions.

\*Adapted from \"Children are the Future of the Everglades\" Parks As
Classrooms program.

This sheet will help you to present the research that you have obtained
about your park. Remember, when you give your presentation, speak
clearly and concisely, make eye contact, and be enthusiastic.

Name of park:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Location of park: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

I picked this park because
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

This park was made a park because
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Some of the activities that the park provides are:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

This park has \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ visitors a year.

This park was established in \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

Two things that make this park special are
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Other people should visit this park because
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

This park protects many different habitats, such as:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

Two types of animals that live in the park are
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.
They are protected because
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

If I were to go to this park I would ask the park ranger these questions
(at least two) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Directions:**

1.  With a partner, find an area that you think would make a good park.
    Your area should feature at least one recognizable landmark. This
    will be the main focus of the park. The landmark could be a rock or
    just a hole in the ground. Using the four popsicle sticks and one of
    the ropes, mark out your territory. Using the other rope, make
    trails for your visitors to use.

2.  When you have finished roping off your park and making your trails,
    you will need to make a brochure for your park. Use the paper
    provided.

> Your brochure should include:

-   The parks name

-   Entrance fee cost

-   Park hours

-   Distance from the nearest town

-   A map of the park

-   What activities visitors can do at the park

-   Location of the visitor's center, picnic area, parking lots, trails,
    the landmark. (All of these should be included in the map of the
    park.)

-   Park history

-   Local animals and plant life

3.  When the class is ready, one member of your team will stay with the
    park, while the other goes to look at your classmates parks. (After
    ten minutes switch with your partner). The person that stays with
    the park will need to share information with the 'visitors'. The
    other member will go to the other parks and learn about each park.
    If it sounds like a park you would like to visit, you must sign the
    registration on the back of the park brochure.

4.  When both members of the team have had a chance to look at the
    parks, discuss which parks you liked and didn't like and why. Fill
    out the questionnaire below.

**Questionnaire:**

Which park was your favorite park?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Why did you pick this park as your favorite?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

If your were the president of the United States and it was up to you to
make a new park, would you pick this park?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Why?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What resources/features does this park protect?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Did the map provide enough information?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ If not, what could have been included
to make it better?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Additional comments/suggestions:

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ National
Park Service

(PARK NAME HERE)

**Title:** Volcanology 101

**Goals:** The students will be able to identify the four layers that
make up the earth. They will understand that the crust is the thinnest
layer, which allows volcanology to occur.

**Objectives:** The student will be able to

1)  name the 4 layers of the earth

2)  draw connections and discrepancies between plate tectonics and
    Capulin Volcano

3)  re-create how a cinder cone is formed

**Materials Needed:**

**Activity One:**

Four different colored clay/playdough

**Activity Two:**

16-oz soda bottle

large baking pan

2 measuring cups

1 tablespoon flour

1 tablespoon baking soda

spoon

funnel

red food coloring

1 cup white vinegar

tap water

**Background Information:**

The Earth is made up of four layers. The inner core, outer core, the
mantle and the crust.

The **inner core** is made up of dense iron, while the **outer core** is
made up of molten iron. Above the outer core is the plastic **mantle**.
The **crust**, or **lithosphere**, is made up of plates. These plates
follow the theory of **plate tectonics**. The crust is a very thin layer
of rock, whose thickness can vary anywhere from a few miles to 60 miles
in length.

It is in this thin layer of the crust that volcanic eruptions can occur.
Most volcanic eruptions occur in the Pacific Ring of Fire. Volcanoes
that occur in the Ring of Fire include the Cascade Range and the Alaskan
Mountain Range.

Capulin Volcano does not occur in the Pacific Ring of Fire. The volcano
lies in a volcanic field that begins in Raton and ends in Clayton, NM.
Capulin is one of the youngest in a 9 million-year-old field of
activity. Geologists are uncertain as to why there are volcanoes this
far east of the Ring of Fire. It is likely that the outward spreading of
the Rio Grande Rift has caused friction to occur beneath the surface.
Unlike the Hawaiian Volcanoes or Yellowstone, there is not hotspot
underneath the ground in the Raton-Clayton Volcanic Field. When there
isn\'t a hot spot, friction between the rocks causes magma to form
beneath the surface. Too much pressure builds up and explodes out of the
ground, creating a volcano.

Cinder cones, like Capulin, are monogenetic; they only erupt once. The
eruption can be likened to the explosion of a soda can that has been
shaken up and then opened. Cinder cones average a height of 700 feet.
Capulin was originally over a thousand feet in height. This indicates
that the eruption of Capulin lasted a little longer than most cinder
cone eruptions last. It is estimated that the eruption lasted between
five and fifteen years. The volcano is between 56,000 and 62,000 years
old.

**Activity One:**

\*This is a simple activity. It will reinforce the concept of the four
layers of the Earth. You may want to pair the students together. Use red
clay to represent the inner core, orange clay for the outer core, black
clay for the mantle, and green clay for the crust. Depending on the size
of the class and the amount of supplies, you make want to make the
models small.

\*As you can see from the model below, the inner core is slightly
smaller than the outer core. The mantle is a lot thicker than any of the
other layers. The crust is a very thin layer.

\*When the models are assembled, have the students cut them in half.
They will be able to see what the inside of the earth looks like.

\*Discuss the layers of the earth. The students should realize through
this discussion that most of the magma (usually along the plate
boundaries) comes from the mantle and not the core of the Earth. To
reinforce the thinness of the crust, make the students aware that
scientists have only been able to drill to a depth of five miles before
hot temperatures and pressure takes over.

\*If you can, let the students keep their half of the model. You may
want to use the models in another lesson.

![](media/image2.png)![](media/image2.png)![](media/image3.png)

**Activity Two:**

(Modified from Janice VanCleave's [Volcanoes]{.underline}, John Wiley &
Sons, Inc, 1994.)

\*Whole group activity.

\*This activity will help to demonstrate the volcanic eruption once it
reaches the crust of the Earth.

\*Have all materials ready before the lesson.

\*To get the student more involved, allow them to do the mixing and the
pouring.

\*Before beginning, show the students the materials. Have them
hypothesize what would happen if all of the materials were to be mixed
together. What would happen? Write this on the board so that all of the
students can see it and be thinking about the hypothesis while the
experiment is occurring. For those that don't get a chance to add
materials to the bottle, have them write down their observations.

**Procedure:**

1.  Place the bottle in the pan.

2.  In one of the measuring cups, combine the flour and baking soda.

3.  Pour the mixture through the funnel into the soda bottle.

4.  Add 20 drops of red food coloring **What does the color red
    represent?**

5.  Pour ½ cup of vinegar into the bottle

6.  When it stops foaming, add the other ½ cup of vinegar into the
    bottle

(You may want to experiment with different amounts of the ingredients to
determine how each one effects the explosion.)

**Questions:**

What occurs when vinegar is combined with the flour and baking soda?

How can this be likened to a volcanic explosion?

What observations were made during the process?

**Assessment:**

Correct identification of each layer of the Earth.

Able to answer questions correctly.

Observations during Activity Two coincided with what occurred during
experiment.

Identify all four layers of the Earth:

![](media/image3.png)

1\. What layer is the thickest?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. What layer is the thinnest?
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.  3\. What layer does the magma come from?
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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4.  The crust is made of
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

5.  What caused Capulin Volcano to erupt so far east from the Pacific
    Ring of Fire?
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

6.  Capulin Volcano is a \_\_\_\_\_\_\_\_\_\_ cone volcano.

7.  Capulin is between \_\_\_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_\_\_\_\_\_
    thousand years old.

8.  How long did the eruption of Capulin last?
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

9.  Most cinder cones are 700 - 900 feet tall. How tall is Capulin?
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

10. Capulin Volcano sits in the
    \_\_\_\_\_\_\_\_\_\_-\_\_\_\_\_\_\_\_\_\_ Volcanic Field.

**Title:** Erosion, Is It A Problem?

**Goals:** The students will be able to recognize and understand the
effects of erosion on Capulin Volcano.

**Objectives:** The student will be able to

1)  describe the process of erosion

2)  relate erosion to Capulin

3)  demonstrate how people can effect erosion

**Materials Needed:**

Method One:

Large baking pan

Sand

Watering can or can with holes punched in the bottom

Water

Method Two:

Trough made of wood

Dirt

Sand

Various rocks, twigs, and grass

**Background Information:**

> Over the many thousands of years that Capulin has been in existence,
> it has had to face many erosional factors that have impacted its
> classic cinder cone shape. The road and trails on the volcano have
> increased erosion greatly since 1925. They have allowed access to the
> volcano to thousands of people every year. Natural factors have also
> contributed to the erosion on the volcano. Every year, wind, rain and
> snow have caused cinders to wash down the side of volcano. One of the
> only things that has prevented massive erosion is the pinyon and
> juniper trees that have attached themselves to the cinder cone.
>
> Erosion of the volcano has become a major issue over the years. At
> Capulin, we are trying to find ways to prevent, or slow down, erosion.
> Through this activity, the students will have an understanding of how
> water affects landforms and creates erosion. It would be ideal to have
> a discussion prior to the activity about how people, wind, rain , and
> snow have an effect on the erosion at Capulin Volcano. It would also
> be good to brainstorm, as a group, about different ways erosion could
> be prevented on the volcano.

**Activity:**

**Discussion**:

> \*Discuss with the class how erosion can affect any and all landforms.
> Using such examples as Capulin Volcano, Shiprock, NM and Devil\'s
> Tower, Wyoming the students will begin to understand the effect that
> erosion can have on natural landforms.
>
> \*Below, you will find two different methods that can be used to do
> this activity. Method one can be done in small groups. Method two can
> be done as a whole class activity. Pick one that will be fit into your
> time limit.
>
> \*It would be good to have the students write down their hypothesis of
> what will happen when the water is poured onto the soil, before
> beginning the activity.
>
> \*After completing the activities, discuss what the students observed.
> This would be a good time to come up with some ideas on how to prevent
> erosion at Capulin Volcano.

**Method One:**

> Using a large baking pan, place moist sand at one end of the pan.
> Gradually pat the sand down towards the end of the pan, making a
> slope.
>
> Add water to the water can and, at the high end of the sand, begin to
> pour the water onto the sand.
>
> Have the students write down their observations.
>
> \*If time allows, have the students reform the soil to its original
> flat form and then add small rocks and pour more water onto the high
> end of the pan. Have them record their answers.
>
> \*It might be interesting to add the rocks to the original trial and
> see how the rocks will affect the already formed gully\'s.
>
> **Method Two:**
>
> Using 2x4\'s, build a trough. Make sure that the sides are high enough
> to prevent over flow and that one end is lower than the other, to
> ensure the water flows \"down stream\". Fill the trough with sand.
> Make sure there is more sand on the higher side, than the lower side.
> Have each of the children place a rock in the sand. You may want to
> include other natural objects, such as twigs and grass. Standing at
> the higher side, pour water down onto the sand. Have the students
> observe the routes the water decides to take. They can make their
> observations on the hypothesis page. \*Have a discussion afterwards
> about what the students observed.
>
> \*You may want to have an in-depth discussion on how people can effect
> the erosion process.

**Assessment:**

> This activity is best assessed through the discussion after the
> initial activity. Some questions to fuel discussion and gage students
> understanding: 1. What happens during the erosional process? 2. What
> causes erosion? 3. What are some land forms that have been
> significantly eroded away? 4. Is it possible to prevent erosion? If
> so, how? 5. How could we prevent erosion on Capulin Volcano? (You may
> want to compile a list)

\*Adapted from \"Work House\" a Glacier NP Environmental Education Guide

\*Silver Burdett Ginn, [Discovery Works]{.underline}. Teaching Guide.,
Parsippany, NJ pA6, 7

State your hypothesis:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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Observations during activity:
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Ideas on how to prevent erosion at Capulin Volcano:
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**Title:** How Many Rocks Does It Take To Get To The Center Of A
Volcano?

**Goals:** The students will understand how important it is to preserve
Capulin Volcano. They will understand that if everyone takes a rock,
there won\'t be a volcano left for them to visit.

**Objectives:** The student will be able to

1)  demonstrate numerically how Capulin could \"disappear\"

2)  relate the lab to true examples of eroded cinder cones

3)  create solutions to preserve Capulin Volcano

**Materials Needed:**

M&M\'s

Bowls

Index cards

**Background Information:**

> Over 65,000 people come to Capulin Volcano each year. If every single
> person took a rock from the volcano, eventually, there wouldn\'t be
> anything left. It is important for the students who visit here to
> realize that it is everyone\'s job to protect the resource. The
> activity in this lesson will help them to realize the impact people
> have on natural resources.
>
> For students to grasp the concept of how much of an impact rock
> collecting has on a resources, you may want to have a discussion about
> something that the students can relate to, before beginning the
> activity. **Example**: If every person in their neighborhood (or town)
> came to their house and took one toy from their room, what would they
> have left?

**Activity:**

-   Divide the students up into groups of three. Assign a recorder and a
    reporter.

-   Pass out the bowls, which will have 25 M&M\'s in each bowl.

-   Pass out the index cards face down. One card will say Parents, one
    will say Children, and one will say Grandchildren. Below will be
    listed the number of people in that group. (For example, on the
    Children card you may put that there are 4 people in that generation
    group.) (It may be a good idea to discuss what a generation group
    is, if they don\'t already know.)

-   Make sure the students understand that the M&M\'s represent one
    cinder on the volcano.

-   Have each group member pick a card. They will represent that
    generation group.

-   Starting with the Parent group, the student will remove 3 M&M\'s for
    every person in their generation group. Continue until each
    generation group has had a turn.

-   The students will need to record their thoughts on what happens when
    each person takes 3 M&Ms from the bowl.

-   Have a post-activity discussion about protecting the resource and
    how it can effect the volcano.

> **Post-activity discussion questions:**

1.  What other natural resources could the M&M\'s represent?

2.  What resources are people using too much of?

3.  How can we prevent people from overusing natural resources?

4.  Is there something you can do at the school or in your neighborhood
    to try to save natural reources? \*Challenge them to take action.

**Assessment:**

\*Were the students able to record the data correctly and in a manner
that fits into the activity?

\*Through the discussion, where the students able to grasp the concept
of protecting resources?

\*The student\'s should be able to hypothesize that if everyone was able
to take a rock from the volcano, there would, eventually, be nothing
left for others to enjoy.

\*Silver Burdett Ginn, [Discovery Works]{.underline}. Teaching Guide.,
Parsippany, NJ pA6, 7

Make a hypothesis about what you think is going to happen to the pile of
M&M\'s in the bowl.
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How many M&M\'s did the Parent group take?
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How many M&M\'s did the Children group take?
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How many M&M\'s did the Grandchildren group take?
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If generation after generation were to take at least 3 M&M\'s, what
would happen to the supply of M&M\'s?
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What would happen if generation after generation were to take at least
one rock from Capulin Volcano?
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What can you do to prevent Capulin Volcano from disappearing?
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Is there anything that you can do at your school or in your neighborhood
to help protect the resources in your community?
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![](media/image4.png){width="6.6097222222222225in" height="5.08125in"}

> No matter which direction you come from, there are a lot of
> interesting things to see on your way to Capulin Volcano. The
> questions below test your observation skills. Determine the route you
> are taking, find it listed below, and answer the questions that
> pertain to your trip.
>
> **[Clayton to Capulin (Hwy 64/87)]{.underline}**:
>
> How far is it to Capulin from Clayton, NM?
>
> Just north of Clayton is a place called Clayton Lake. Name two things
> that make Clayton Lake special.
>
> Between the towns of Clayton and Des Moines, there are two volcanoes
> that are visible from the highway. Can you name them?
>
> Des Moines is located at the base of what volcano?
>
> Is Capulin Volcano large or small in comparison to the surrounding
> landscape?
>
> How can you tell which volcano is Capulin?
>
> How far is it to Capulin from Des Moines, NM?
>
> What trail crosses the highway, near the town of Grenville?
>
> **[Raton to Capulin (Hwy 64/87):]{.underline}**
>
> How far is it from Raton to Capulin?
>
> How many volcanoes do you see from the road?
>
> What is the name of the ranch along the highway? What color are the
> roofs?
>
> How many signs are there along the road that say Capulin?
>
> Name three different types of animals you are most likely to see along
> this road.
>
> **[Las Vegas to Capulin (Hwy 25 & 64/87):]{.underline}**
>
> How far is it from Las Vegas to Capulin?
>
> How far is it from Raton to Capulin?
>
> How many volcanoes do you see from the road?
>
> What is the name of the ranch along highway 64/87? What color are the
> roofs?
>
> How many signs are there along the road say Capulin?
>
> Name three different types of animals you are most likely to see along
> this road.
>
> How many towns do you pass along the highway?
>
> Just north of the town of Maxwell, the highway cuts through a fissure.
> What is the name of the town where this fissure is cut through?
>
> How many billboards do you see along the road?
>
> There are remnants of volcanoes in Wagon Mound. How many do you see?
> Why is the town called Wagon Mound? Why was Wagon Mound an important
> place along the Santa Fe Trail?
>
> How many National Monuments do you pass on the way?
>
> What river do you cross on Hwy 25?
>
> **[Cimarron to Capulin]{.underline}**:
>
> How many highways do you have to travel to get to the volcano?
>
> How many miles is it from Cimarron to Capulin?
>
> How far is it from Raton to Capulin?
>
> How many volcanoes do you see from the road?
>
> What is the name of the ranch along the highway? What color are the
> roofs?
>
> How many signs are there along the road say Capulin?
>
> Name three different types of animals you are most likely to see along
> this road.
>
> What river do you cross on Hwy 25?

**THIS LAND IS YOUR LAND**

words and music by Woody Guthrie

Chorus:

This land is your land, this land is my land

From California, to the New York Island

From the redwood forest, to the gulf stream waters

This land was made for you and me

As I was walking a ribbon of highway

I saw above me an endless skyway

I saw below me a golden valley

This land was made for you and me

Chorus

I\'ve roamed and rambled and I\'ve followed my footsteps

To the sparkling sands of her diamond deserts

And all around me a voice was sounding

This land was made for you and me

Chorus

The sun comes shining as I was strolling

The wheat fields waving and the dust clouds rolling

The fog was lifting a voice come chanting

This land was made for you and me

Chorus

As I was walkin\' - I saw a sign there

And that sign said - no tress passin\'

But on the other side \.... it didn\'t say nothin!

Now that side was made for you and me!

Chorus

In the squares of the city - In the shadow of the steeple

Near the relief office - I see my people

And some are grumblin\' and some are wonderin\'

If this land\'s still made for you and me.

Chorus (2x)

©1956 (renewed 1984), 1958 (renewed 1986) and 1970 TRO-Ludlow Music,
Inc. (BMI)