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TABLE ROCK
STATE PARK
Table Rock State Park
158 E. Ellison Lane
Pickens, SC 29671
(864) 878-9813
Table Rock
We invite you and your students to visit our
park and participate in an educational program. Table Rock State Park is a landmark
site that includes a vast diversity of plant
and animal life, varied stream systems, and
mountain geology. We encourage you to
experience the park by participating in one
of the following Discover Carolina programs. Pre-site, onsite and post-site lesson
plans have been developed to ensure a
quality educational experience for you and
your students.
Directions
From I - 385: Take exit 40A onto Hwy 291
N and drive 1.5 mi. Bear to the left onto
Wade Hampton Blvd/Hwy 29/Hwy 291.
Continue for 3 mi. At the sixth red light
bear to the rt onto Hwy 276. Continue for
11 mi. Turn left onto Hwy 288 and drive 9
mi. Turn right at intersection of Hwy 288
and Hwy 8. Continue 5 mi to Hwy 11, then
turn left. Continue on Hwy 11 for 3 miles to
Table Rock State Park. The Park Headquarters will be at Ellison Lane which will be the
first entrance to your left when you reach
the park.
Reservations and Program Information
For reservations, contact:
Scott Stegenga
Park Interpreter
Phone: (864) 878-9813
[email protected]
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Table Rock State Park: Pre-Site
Content Area:
Science
Table Rock: Pre-Site
Grade Level:
8
Time to Complete:
45 minutes
Title of Program:
Patterns in the Rocks
South Carolina State Standards Addressed
Scientific Inquiry
8-1.1 Design a controlled scientific
investigation
8-1.2 Recognize the importance of s
systematic process for safely and accurately conducting investigations.
8-1.3 Construct explanations and
conclusions from interpretations of data
obtained during a controlled scientific
investigation.
8-1.4 Generate questions for further
study on the basis of prior investigations.
8-1.5 Explain the importance of and
requirements for replication of scientific
investigations.
8-1.6 Use appropriate tools and instruments.
8-1.7 Use appropriate safety procedures when conducting investigations.
Earth Science
Earth’s Structure and Processes
8-3.7 Illustrate the creation and
changing of landforms that haveoccurred through geologic processes
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(including volcanic eruptions and mountain-building forces).
8-3.9 Identify and illustrate geologic
features of South Carolina and other
regions of the world through the use of
imagery (including aerial photography
and satellite imagery) and topographic
maps.
Program Description
Students will use a topographic map and
an infrared map to trace the pattern created by several streams in the area of Table
Rock State Park. Using a protractor, they
will measure the angles of the changes the
stream makes in its path. They will generate a hypothesis to explain unusual stream
patterns.
Focus Questions For Students
How are different size streams portrayed on
a topographic map?
How does an area devoid of vegetation,
such as rock faces, appear on an infrared map?
What factors affect the angle at which a
stream bends?
How can you measure stream bend angles
with a protractor?
Culminating Assessment
Use the Table Rock Lithograph to test the
hypothesis generated in the stream bend
activity by determining the angles of intersection of the rocks of Table Rock Mountain
and comparing these angles to the angles
of the stream pattern.
Material/Equipment/Resources
• Table Rock Lithograph
• Table Rock Topographic Map
• Protractor
• Wipe-off pen
Teacher Preparation
Read Background Information and be prepared to explain unique features of topographic and infrared maps.
Background Information
The Table Rock Topographic Map is based
on the USGS 7.5 minute series and has
a scale of 1:24,000. Topographic maps
use contour lines to show the shape of the
earth’s surface. The contour interval is dependent on the relief of the landscape and
is commonly 40 feet on Blue Ridge maps.
All USGS maps use standard symbols; hydrographic features such as lakes and rivers are shown in blue. Many of the creeks
in the Table Rock area make repeated nearright angle bends. This unusual pattern is
caused by the underlying fracture pattern in
the rocks.
The infrared photograph was taken during
the winter months when deciduous trees are
in their leaf-off season. Interpretation of
the various intensities of infrared hues, or
false colors, yields information about vegetative ground cover, trees, physical geography, pollution problems, and land use. See
the chart below for clues for interpreting
colors on the Table Rock Lithograph.
Interpreting the Table Rock Infrared Image
shades of reds = healthy vegetation
bright red = winter crops (rye, oats, wheat)
For more information refer to the background information from the SC MAPS
Teaching Manual, 2000 Edition, pages 4044 or read any upper level earth science
textbook.
Background Information
1. Arrange students in groups of 3 or 4.
2. On the Table Rock Topographic Map
locate Little Table Rock Creek. Use
a wipe-off pen to make a mark at its
headwaters near Grunting Spring gap
and its terminus at Table Rock Reservoir. **Note that little Table Rock Creek
watershed displays a typical dendritic drainage pattern. Every stream will tend
to have this same pattern unless there
is some underlying geologic structure
that affects the direction of stream flow,
generating a different pattern.
3. Next, use a protractor to measure the
angles formed by the first five bends in
4. this creek. Record you data in Table 1,
below. Now locate the South Saluda
River. Make a mark where this stream
enters Table Rock Reservoir and its farthest point from that body of water.
5. Starting at the reservoir, use the protractor to measure the angles formed by
five of the bends in this stream. Record
your data in Table 2, below. Finally,
locate Green Creek near the bold words
“Table Rock State Park”, which is
the area you will be hiking on your field
trip. Make a mark where this stream
enters Pinnacle Lake and its farthest
point from that body of water.
6. Starting at the lake, use the protractor
to measure the angles formed by five
bends in this creek. Record your data in
Table Rock: Pre-Site
Look over the Table Rock Topographic Map
and the Table Rock Lithograph to be sure
you can locate all map features mentioned
in this activity, and that you can demonstrate how to use a protractor to measure
angles of stream course changes. Be sure
to measure the stream bend as the amount
it deviated from a straight course.
dark red = evergreen trees (pines, conifers)
bluish-gray = dormant vegetation
(deciduous trees: hickory, oak, maple)
light blue = developed areas
(cities, quarries, paved areas)
white = barren areas
(rock exposures, cliffs)
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Table Rock: Pre-Site
1. Table 2, below.
2. Now compare your data on stream angles from Little Table Rock Creek (Table
1) with the stream angles from the other
two streams (Table 2). What major differences do you see in the data?
3. Because the streams in Table 2 are not
typical there must be some underlying
geologic reason for the unusual pattern.
Based on what you know about the geology of the Blue Ridge Region, generate a hypothesis to explain the unusual pattern of stream bends. Starting at
the lake, use the protractor to measure
the angles formed by five bends in this
creek.
4. Because the streams in Table 2 are not
typical there must be some underlying geologic reason for the unusual pattern.
Based on what you know about the geology of the Blue Ridge Region, generate a hypothesis to explain the unusual pattern of stream bends.
Vocabulary List
Dendritic – default drainage pattern, looks
like branches of a tree
Drainage pattern – pattern created by paths
of streams and their tributaries
Infrared lithograph – false color photograph using infrared film and color shifting
Structural Control – underlying rock characteristics determine drainage pattern
Watershed – all the land area drained by a
stream and its tributaries
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Table 1
Table Rock: Pre-Site
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Table Rock State Park: On-Site
Content Area:
Science
Table Rock: On-Site
Grade Level:
8
Time to Complete:
70 minutes
Title of Program:
Common Rocks & Minerals of the Blue Ridge
South Carolina State Standards Addressed
Scientific Inquiry
8-1.1 Design a controlled scientific
investigation
8-1.2 Recognize the importance of s
systematic process for safely and accurately conducting investigations.
8-1.3 Construct explanations and
conclusions from interpretations of data
obtained during a controlled scientific
investigation.
8-1.4 Generate questions for further
study on the basis of prior investigations.
8-1.5 Explain the importance of and
requirements for replication of scientific
investigations.
8-1.6 Use appropriate tools and instruments.
8-1.7 Use appropriate safety procedures when conducting investigations.
Earth Science
Earth’s Structure and Processes
8-3.4 Explain how igneous, metamorphic, and sedimentary rocks are interrelated in the rock cycle.
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8-3.5 Summarize the importance of
minerals, ores, and fossil fuels as Earth
resources on the basis of their physical
and chemical properties.
Program Description
Students will examine several minerals
commonly found in Blue Ridge rocks identify them using a mineral identification key.
They will then correlate these minerals to
the major rock types found at Table Rock
State Park.
Focus Questions For Students
How can you tell one mineral from another?
Which physical properties are most useful
in identifying minerals?
Can two different minerals have the exact
same set of physical properties?
How can you use mineral identification
data to classify rocks?
Culminating Assessment
Students will examine samples of two common rocks from Table Rock State Park.
They will identify the main minerals present
in each sample and classify each by rock
type.
Material/Equipment/Resources
• Samples of common Table Rock State
Park rocks (2)
• Samples of common Blue Ridge area
minerals (9)
• Hand lens (3)
• Small glass jar (1)
Teacher Preperation
Read Background Information and be prepared to describe and discuss the common
minerals of the Blue Ridge Region and the
main rocks found at Table Rock State Park.
Practice using a hand lens and glass jar for
testing and identifying selected minerals,
applying the key provided. Be prepared
to demonstrate how to safely perform the
hardness test on the glass jar.
Background Information
Quartz and feldspar are very common in
most Blue Ridge rocks (as in many other
rocks as well) and can be differentiated by
their hardness (both are harder than glass,
but quartz is harder than feldspar), cleavage (feldspar has it, quartz does not), and
different crystal appearance. The variety of
amphibole called hornblende is an ironrich mineral that dominates one of the two
main rock types of the Table Rock area. Its
near-black color, cleavage at 56 and 124
degrees, and elongated crystal structure
all help to identify it. The mineral augite
(pyroxene group) looks very similar to hornblende, but is generally more dark green
than black, cleavage angles are 87 and 93
degrees and its crystals are not as elongated. Sheet silicates of the mica group, ironpoor muscovite (light-colored) and iron-rich
biotite (dark-colored) are found in some
local rocks, most notably schists. Olivine,
an olive green to near black mineral that
Blue Ridge rocks are composed of various
types of igneous and metamorphic rock,
especially granite-gneiss and amphibolite, (a very dark banded gneiss with high
concentrations of the amphibole mineral
hornblende). During metamorphism, preexisting minerals were totally recrystallized
by high temperatures and pressures to create a texture very different from that found
in the original rock. In addition to being
altered by metamorphism, the rock in the
Blue Ridge Region has been severely fractured and folded by tectonic activity.
In general, the higher elevated section of
Table Rock Mountain is mostly granitegneiss and is very resistant to erosion. The
lower elevations are generally underlain by
the less resistant amphibolite. Vegetation
grows more readily on the easily decomposed amphibolite areas.
Table Rock: On-Site
All minerals have a distinctive set of physical and/or chemical characteristics that can
be used to determine their identity. These
include (1) hardness – tested by attempting to scratch glass (hardness value 6); (2)
cleavage – seen by examination of specimen faces; (3) specific gravity – checked by
the heft of a sample; (4) color – good for
some but not all; and (5) crystal appearance – the shape of any visible crystals.
Several other simple tests may be performed.
exhibits no cleavage is rarely seen in local
rocks. An iron-rich garnet that forms during metamorphism, and has a distinctive
dark color and crystal habit, is also prevalent in rocks of this area. Calcite is the only
truly important rock-forming mineral not
seen in the area at all. It effervesces in dilute hydrochloric acid and has a distinctive
rhombohedral crystal structure.
Procedures
1. Arrange students in groups of 2-3.
2. Students should conduct the tests described by the teacher on each minera.
Record your information on the worksheet data table like the one below.
3. Compare your results with key provided
and determine the name of each sample.
4. Write the mineral name in the last column of the data table. Answer questions 1-7 below.
Vocabulary
amphibolite—amphibole-rich metamorphic
rock
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cleavage—tendency of a mineral to break
along internal planes of weakness
feldspar—most common mineral group; all
contain aluminum, silicon, and oxygen
foliated—layered textural mineral appearance brought about during metamorphism
gneiss—highly foliated metamorphic rock,
often granite-like in comparison
Table Rock: On-Site
heft—relative measure of the density or
specific gravity of an object
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nonfoliated—unlayered textural appearance; term applied to metamorphic rocks
Common Rocks & Minerals of the Blue Ridge
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Table Rock: On-Site
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Table Rock State Park: On-Site
Content Area:
Science
Table Rock: On-Site
Grade Level:
8
Time to Complete:
75 minutes
Title of Program:
Green Creek Hike
South Carolina State Standards Addressed
Scientific Inquiry
8-1.1 Design a controlled scientific
investigation
8-1.2 Recognize the importance of s
systematic process for safely and accurately conducting investigations.
8-1.3 Construct explanations and
conclusions from interpretations of data
obtained during a controlled scientific
investigation.
8-1.4 Generate questions for further
study on the basis of prior investigations.
8-1.5 Explain the importance of and
requirements for replication of scientific
investigations.
8-1.6 Use appropriate tools and instruments.
8-1.7 Use appropriate safety procedures when conducting investigations.
Earth Science
Earth’s Structure and Processes
8-3.4 Explain how igneous, metamorphic, and sedimentary rocks are interrelated in the rock cycle.
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8-3.6 Explain how the theory of plate
tectonics accounts for the motion of the
lithospheric plates, the geologic activities at the plate boundaries, and the
changes in landform areas over geologic time.
8-3.7 Illustrate the creation and changing of landforms that have occurred
through geologic processes (including
volcanic eruptions and mountain-building forces).
Program Description
Students will hike a section of the trail that
parallels Green Creek at Table Rock State
Park. They will observe and classify rocks
and minerals, estimate stream bend angles,
and observe folds and igneous intrusions.
Focus Questions For Students
How do fractures in rocks affect changes in
stream course?
Can soil color changes be used to indicate
changes in parent rock material?
Which minerals appear as large crystals in
Blue Ridge rocks?
What rock type would you expect to find in
a typical folded mountain region?
Culminating Assessment
Have students identify one feature along
the Green Creek hike that could be used as
an extra stop on the field trip and explain
how it was formed and why it is interesting
to them.
Material/Equipment/Resources
None required.
Teacher Preperation
Read Background Information and be
prepared to discuss mineral identification,
metamorphism, and metamorphic rocks.
Background Information
For further information, read the background information from the SC MAPS
Teaching Manual, 2000 Edition, Characteristic Landforms of the Blue Ridge (page
2-2), Rationale (page 2A-1) and Introduction (page 2A-2).
Procedures
Inform students about safety precautions for
hiking the trail.
Stops
1. Large rock by lake channel - Example
of a metamorphic rock. These rocks
are formed by heat and pressure.
Contact – volcanic activity. Regional
– force, shifting plates. Rock layered
appearance – foliation, peeling is exfoliation. Talk about rock cycles.
2. First few rocks along road – Two
main rock types at TR. Granite gneiss
– lighter, more resistant to weathering,
contains quartz & feldspar. Amphibolite
– darker, less resistant to weathering,
contains amphibole & iron. Weathered
garnets seen
within rock.
3. Last few rocks along road – Intrusion
seen in rock is not parallel with folia-
Table Rock: On-Site
The Carrick Creek Trail is a lasso-shaped,
park maintained trail, which starts near
the parking lot at Pinnacle Lake and winds
up and down as it crisscrosses Carrick
Creek. The trail to the top of Table Rock
follows a portion of Green Creek which
joins Carrick Creek from the east. Multiple examples of metamorphic rocks and
their associated minerals, near-right angle
stream bends, and soil color changes occur along this trail. The rocks in this area
consist of two main types, a resistant granitic gneiss and a less resistant amphibolite
gneiss.
tion. The intrusion occurred later.
Rock with large crystals of feldspar and
quartz. Feldspar shows cleavage and
weathers into clay. Larger crystals take
more time to form.
4. Rock by drinking fountain at trail head
– Shows foliation and exfoliation well. Smaller rock across from kiosk
shows feldspar crystals – largest mineral
group.
5. Waterfall & pool – Waterfalls can occur
due to less resistant rock being weathered away causing drop offs.
Evidence of rock layers and folding in
rocks to right of pool. Folding occurs deep below the surface. Rock is
uplifted to the surface then weathered. Same process of pressure causes
metamorphic rocks to form.
6. Large outcrop in stream – Rock in bank
across stream shows flat surfaces where
fractured. 90 degree bends can be
seen in stream. Rock pieces broken off
at top shelf of small waterfall is due
to water weakening the rock.
7. Upstream about 50 ft. – Examples of
rocks in and along stream with near 90 degree angles.
8. Footbridge – Rocks here have common
linear patterns. Running water started
to wear rock away in crevices and continued until the present day “needle” of
rock was formed. More 90 degree
bends in stream are evident by bridge.
9. Log cut out of trail before short bridge
– Fallen logs are only removed where
the trail tread is so the rest of the
log can decompose as it is. Decomposition of organic matter is much faster
that inorganic material. Rocks produce
sand and clay, organic matter produce
humus.
10.(Optional) Rock at far end of footbridge
at left corner – Example of micaceous
schist. Evidence of gold-like color of
mica. This rock is less common at TR.
It is less metamorphosed than gneiss so
it is less resistant to weathering.
11.Orange colored soil – Very obvious
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Table Rock: On-Site
1. along trail and at bases of uprooted
trees right after sharp turn to left. Evidence of underlying iron-rich amphibolite rock that has weathered into iron
oxide clay.
2. Rocks along bank to the right of trail
– Near 90 degree fracture angles can
be seen. This is due to internal composition of minerals. Rock shelf to the
right shows an example of biomechanical weathering where a tree root applied force to widen a fracture.
3. (Optional) Large white crystals in rocks
- Seen in rocks along section of steps. Good examples of feldspar. Smaller
loose pieces can also be found in the
trail.
4. Large rock on right broke in two pieces
– Shows fracture with right angled
edges. Rock has slid down bank.
5. Soil color change on left – In area
where tree has fallen, soil color is
more of a tan color now. This shows a
change in underlying rock. More granite gneiss and less amphibolite.
6. Overhanging rocks on right – Overhanging outcrop provides habitat for
mosses, lampshade spiders, green
salamanders (endangered species),
mud dabbers, occasional phoebe nests,
crickets, rodents, etc. Just past the
overhang the exposed rocks show 3-D
pattern of fractures and some folding
near the bottom.
7. Footbridge – Small 90 degree stream
bends evident here. Intrusions seen in stream bedrock. Rusty stains on creek
rocks evidence of amphibolite.
Vocabulary
Amphibolite – dark-colored metamorphic
rock containing lots of iron-rich amphibole
Foliation – parallel alignment of mineral
crystals found in some metamorphic rocks
Fractures – breaks in a rock along which
movement has not occurred
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Granitic gneiss – light-colored metamorphic
rock with composition similar to granite
Micaceous schist – metamorphic rock with
fine foliation, much muscovite mica present
existing crystal undergoes partial melting
and physically changes to a new crystal,
possibly of a different mineral.
Table Rock State Park: Post-Site
Content Area:
Science
Grade Level:
8
Time to Complete:
45 minutes
Title of Program:
Making a Metamorphic Rock
South Carolina State Standards Addressed
Scientific Inquiry
8-1.1 Design a controlled scientific
investigation
8-1.2 Recognize the importance of s
systematic process for safely and accurately conducting investigations.
8-1.3 Construct explanations and
conclusions from interpretations of data
obtained during a controlled scientific
investigation.
8-1.4 Generate questions for further
study on the basis of prior investigations.
8-1.5 Explain the importance of and
requirements for replication of scientific
investigations.
8-1.6 Use appropriate tools and instruments.
8-1.7 Use appropriate safety procedures when conducting investigations.
Earth Science
Earth’s Structure and Processes
8-3.4 Explain how igneous, metamorphic, and sedimentary rocks are interrelated in the rock cycle.
Program Description
Students will perform a hands-on activity
making a foliated metamorphic rock.
Focus Questions For Students
What causes foliation?
What causes recrystallization?
Can the mineral composition of a rock
change during metamorphism?
Culminating Assessment
Table Rock: Post-Site
8-3.6 Explain how the theory of plate
tectonics accounts for the motion of the
lithospheric plates, the geologic activities at the plate boundaries, and the
changes in landform areas over geologic time.
8-3.7 Illustrate the creation and changing of landforms that have occurred
through geologic processes (including
volcanic eruptions and mountain-building forces).
Have students write a short story describing
the history of a granitic rock that experienced metamorphism.
Material/Equipment/Resources
•
•
•
•
•
Oatmeal (8 tablespoons)
Chocolate chips (15-20)
Paper cups (2 small, 1 larger)
Hot water
Scissors
Teacher Preperation
Read background information and be
prepared to answer questions about the
processes that cause metamorphism and
foliation.
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Safety caution! Test your hot water temperature. It is being used to melt chocolate
and should NOT be scalding hot. (Maximum temperature = 120 degrees F—Do
NOT exceed.)
If you wish to make edible rocks, try toasting the oatmeal ahead of time and adding
some brown sugar to your recipe.
Table Rock: Post-Site
Background Information
Blue Ridge rocks are composed of various
types of igneous and metamorphic rock,
especially granite-gneiss and amphibolite.
Many of the rocks that form the Blue Ridge
Mountains started out deep underground
as large igneous intrusions of granite that
were eventually uplifted and metamorphosed. During this metamorphism, high
temperature and pressure totally recrystallized the original minerals. The dominant
minerals now present in the rock in this
area are quartz and feldspar (light color)
and amphibole (dark color).
Oatmeal and chocolate chips can be metamorphosed too. By applying pressure, the
oatmeal grains will move into a parallel
alignment (foliation) and by applying heat,
the chocolate chips will melt first then later
cool and harden, (recrystallize).
Procedures
1. Divide into groups of three or four.
2. Place half your oatmeal and 1 tablespoon of water into a paper cup. Notice the random nature of the oatmeal
flakes.
3. Add your chocolate chips and cover with
the rest of your oatmeal. Add another
tablespoon of water.
4. Now carefully place another paper cup
into the one you have filled with ingredients. Slowly but steadily, push down on
the second cup for thirty seconds.
5. Next, take your rock mix and place it
carefully in a cup of hot water for one minute. Don’t let the water level rise
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above the lip of the cup and overflow
into the oatmeal mix.
6. Remove the cups form the water, let
your “rock” cool for one minute, then carefully cut away the paper cup and
examine your creation.
7. Answer the questions below.
Questions About Metamorphism
1. How did the arrangement of the
oatmeal flakes change after you
pushed on them?
2. How did the appearance of the
chocolate chips change after they
were heated and cooled?
3. What two main things happen during metamorphism that
causes change in rocks?
4. In your rock, what mineral might
the chocolate chips resemble
(from the field trip)? Be prepared to explain why you chose
this mineral.
5. Classify your ‘rock’ using geologic terms.
Vocabulary
Foliation—the parallel alignment of minerals within a metamorphic rock
Metamorphism—change caused to an
existing rock by heat, pressure, and fluid
activity.
Recrystallization—the process where an
existing crystal undergoes partial melting
and physically changes to a new crystal,
possibly of a different mineral.