**CAPULIN'S LAVA**

**[Goals]{.underline}** The students will have an understanding of lava
flows, composition and characteristics.

**[Objectives]{.underline}** Students will be able to:

Describe Lava color, shape, and texture.

Define Spatter, Scoria, *A*ā, P ā hoehoe, density, and viscosity in
terms of lava at Capulin.

Extrapolate these terms to other volcanoes.

**[Materials Needed]{.underline}**

Clipboard with worksheet and blank paper for notes and drawings.

Pencils and markers for drawing pictures of Capulin's volcano, lava, and
minerals.

Background information sheet, park brochures.

Rock samples: P ā hoehoe, *A*ā, bomb, scoria, pumice, spatter

Pictures: P ā hoehoe, *A*ā, bomb, scoria, pumice, spatter

Condiment packages

**New Mexico Education Standards**

**Strand I: Scientific Thinking and Practice**

**Standard I:** Understand the processes of scientific investigations
and use inquiry and scientific ways of observing, experimenting,
predicting, and validating to think critically.

**K-4 Benchmark I**: Use scientific methods to observe, collect, record,
analyze,

predict,interpret, and determine reasonableness of data.

5-8 Benchmark I: Use scientific methods to develop questions, design and
conduct

experiments using appropriate technologies, analyze and evaluate
results, make

predictions, and communicate findings.

**K-4 Benchmark II**: Use scientific thinking and knowledge and
communicate findings.

**5-8 Benchmark II**: Understand the processes of scientific
investigation and how

scientific inquiry results in scientific knowledge.

**K-4 Benchmark III:** Use mathematical skills and vocabulary to analyze
data, understand patterns and relationships, and communicate findings.

**[ACTIVITIES]{.underline}**

**[Activities -- DENSITY]{.underline}**

Explain density -- definition on vocabulary sheet

**Procedure:**

1**.** Remove all items from plastic tub and fill with water.

2\. Divide students into small groups as necessary. Be sure someone in
each group has a watch which includes measuring seconds.

3\. Have each group choose one of the provided objects: sponge, nail,
piece of wood, penny, pencil, scoria, pumice.

4\. Each group should record on their [Density Table]{.underline} their
estimates for the time it will take the object to sink in the tub of
water.

5\. Time and record actual time for the object to sink on chart. If
object floats, record in floats section.

6\. Have groups trade objects. If activity is going well, have students
find additional objects -- on the ground, in their pockets, etc.

Discuss the similarities and differences of the specimens. Does the
pencil sink or float? What about the piece of wood? Does shape make any
difference? Find a stick that is the same size as the pencil and compare
them. Does one sink faster or float instead?

Why does the pumice float when the scoria doesn't?

+-----------------+------------------+-----------------+--------------+
| Density table   |                  |                 |              |
+-----------------+------------------+-----------------+--------------+
| Item            | Estimate         | Actual time to  | Floats       |
|                 |                  | sink to bottom  |              |
|                 | time to sink     |                 |              |
+-----------------+------------------+-----------------+--------------+
| Nail            |                  |                 |              |
+-----------------+------------------+-----------------+--------------+
| Sponge          |                  |                 |              |
+-----------------+------------------+-----------------+--------------+
| Pencil          |                  |                 |              |
+-----------------+------------------+-----------------+--------------+
| Penny           |                  |                 |              |
+-----------------+------------------+-----------------+--------------+
| Piece of wood   |                  |                 |              |
+-----------------+------------------+-----------------+--------------+
| Pumice          |                  |                 |              |
+-----------------+------------------+-----------------+--------------+
| Scoria          |                  |                 |              |
+-----------------+------------------+-----------------+--------------+
|                 |                  |                 |              |
+-----------------+------------------+-----------------+--------------+
|                 |                  |                 |              |
+-----------------+------------------+-----------------+--------------+
|                 |                  |                 |              |
+-----------------+------------------+-----------------+--------------+
|                 |                  |                 |              |
+-----------------+------------------+-----------------+--------------+
|                 |                  |                 |              |
+-----------------+------------------+-----------------+--------------+

**Extension** -- Have students graph their results.

**[Activity -- Compare and Contrast]{.underline}**

**Procedure:**

1\. Divide students into small groups as necessary.

2\. Each group should select a sample rock from the kit.

3\. Students should draw their rock and write a description, including
color, texture, weight, appearance.

4\. Each group presents its rock to the rest of the class.

5\. Teacher uses vocabulary words and rock photos to help each group
identify and classify their rock in geologic terms.

[**Extension** - NON-COLLECTING SCAVENGER HUNT]{.underline}

1\. Take the group for a hike on the Lava Flow Trail or the Nature
Trail.

2\. Have each group look for similar rocks along the trail.

3\. Discuss finds, help students use correct geologic terms to describe
them.

**[Activity- Viscosity]{.underline}**

**Procedure:**

1\. Divide students into small groups as necessary.

2\. Provide each group with a condiment package.

3\. Have one student in each group act as timekeeper.

4\. Students should open packages and start the condiment flowing down
plastic covered cardboard from start line.

5\. Timekeeper should time flow until it reaches finish line.

6\. Compare results -- which condiments flow easily, which don't flow at
all?

7\. Have students make a chart of condiments and flow times. Change the
angle of the plastic covered cardboard. Does this change the rate of
flow?

8\. Discuss the definition of viscosity -- which condiments were more or
less viscous? Can viscosity be changed? How? (warm honey flows more
easily than cold)

9\. Compare the *A*ā and P ā hoehoe rock samples. Look at the shape and
texture of the rocks. Discuss how they flowed. Which one was more
viscous? Discuss the definitions of *A*ā and P ā hoehoe provided. Which
condiment do you think best demonstrates the viscosity of *A*ā and which
that of P ā hoehoe?

+----------------------+------------------+---------------+-----------+
| Viscosity table      |                  |               |           |
+----------------------+------------------+---------------+-----------+
| Item                 | Estimate         | Actual time   |           |
|                      |                  | to flow       |           |
|                      | time to flow     |               |           |
+----------------------+------------------+---------------+-----------+
| Shampoo              |                  |               |           |
+----------------------+------------------+---------------+-----------+
| Soy Sauce            |                  |               |           |
+----------------------+------------------+---------------+-----------+
| Relish               |                  |               |           |
+----------------------+------------------+---------------+-----------+
| Mayo                 |                  |               |           |
+----------------------+------------------+---------------+-----------+
| Horse-radish Sauce   |                  |               |           |
+----------------------+------------------+---------------+-----------+
| Tabasco              |                  |               |           |
+----------------------+------------------+---------------+-----------+
| Ketchup              |                  |               |           |
+----------------------+------------------+---------------+-----------+
| Hot Mustard          |                  |               |           |
+----------------------+------------------+---------------+-----------+

**[Activity-Vocabulary Quiz]{.underline}**

Complete lesson with vocabulary quiz. Students have blank worksheets on
their boards. Answer sheet is below.

[FILL IN THE BLANK WORK SHEET -- ANSWER SHEET]{.underline}

1\. Capulin means **[chokecherry]{.underline}** in Spanish.

2\. Capulin erupted between **[56,000]{.underline}** and
**[62,000]{.underline}** years ago.

3\. The eruption at Capulin resulted in the formation of

a **[cinder cone]{.underline}**.

4\. Lava nearer the vent may be **[p ā hoehoe]{.underline}** or ropy.

5\. Farther from the vent or near the end of a flow, lava is usually
**[*A*ā]{.underline}** or jagged.

6\. The word **[viscosity]{.underline}** means stickiness.

7\. Capulin's lava is **[basaltic]{.underline}**.

8\. Some of the lava at Capulin is called **[scoria]{.underline}**
because it contains many

small air pockets formed when gases in the lava escaped into the air.

9\. If lava is still molten when it lands it forms
**[spatter.]{.underline}** If it is already solid, it is called a
**[bomb]{.underline}**.

10\. **[Pumice]{.underline}** is usually less dense with smaller
vesicles than scoria.