Earth Science, Part 2
Rationale: According to the California State Science Content
Standards, the rock cycle is introduced in the 4th grade. In grade 6,
plate tectonics is studied and used to explain geologic features such as
mountains, faults, and volcanoes. Topographic and geologic maps are
introduced and interpreted. These maps can be used to sequence
events and to identify natural phenomena. 7th graders integrate all these
ideas by connecting the rock cycle to layers of sediment and rock, and
inferring the relative ages of the various layers.
Disclaimer: These activities were adapted from the article “The Art of
Geology”1 by Debra Rockey.
Part 2: Model Lithologic Columns
introduces lithologic columns as a way of visualizing the various strata of a particular geologic formation
(outcrop or rock formation) or core sample (drill hole or mine core)
Activity Summary:





Introduction
Identify rock types on diagram
Determine scaling for column
Build column
Present results to class
Part 2 worksheet item 1
Part 2 worksheet item 2
File Summary:




earthsci_2_doc
earthsci_2_teachers
earthsci_2_wksht
earthsci_2_wksht_key
Page 1
Earth Science, Part 2
Part 2: Model Lithologic Columns
Objectives:
After participating in the program Earth Science, Part 2, students will be
able to:
 differentiate among igneous, sedimentary, and metamorphic
rocks
 recognize that evidence for plate tectonics is derived in part from
the distribution of fossils, rock types, and ancient climatic zones
 report that rocks are often found in layers, with the oldest
generally on the bottom
 read a geologic map for evidence provided on the map, and
construct and interpret a simple scale model
 interpret events by sequence and time from natural phenomena
(e.g., the relative ages of rocks and intrusions)
 select and use appropriate tools and technology to collect and
display data
Vocabulary:
sedimentary rock - rock formed by the deposit of sediment - may
be deposited by water or wind
igneous rock - rock formed by the crystallization of molten magma
magma - a body of molten rock found deep within the Earth
metamorphic rock - rock resulting from subjecting igneous rock to
high temperatures and pressures within the Earth; the rock may
be changed in mineral composition and texture
lithologic column - a model of the vertical structure and composition
of a geologic formation - sometimes these are called
stratigraphic columns
geologic formation - the structure of the Earth’s crust in a given
location
geologic cross-section - a diagram showing a side view of a portion
of the Earth’s crust (depth profile)
stratigraphy - the study of the character of, relative ages of,
variations in, and fossils contained in strata over some area of
the Earth’s crust
lithology - study of the character of rocks
Lesson Plan:
Materials:
For each group:
 clear plastic tube (about 15 in long with a minimum diameter
of 1 in)
 2 end caps for the plastic tube
 set of colored markers
 yard or meter sticks
 dowel rod (diameter slightly smaller than the plastic tube)
 masking tape
 published diagram of (local) outcrop, roadcut, drill hole,
and/or mine core (sometimes these are available in the form
of stratigraphic or lithologic maps; another possible source is
a geologic cross-section - when using a geologic crosssection, draw a vertical line to indicate which part of the
cross-section will be modeled)
Page 2
Earth Science, Part 2
For each paint color (one color for each soil or rock type):
 powdered tempura paint
 2 kg white sand
 water
 small paper cup (for handling sand)
 large container (to hold sand)
Teacher/Volunteer Preparation: Depending on the goal of this activity
and the time allotted, it is recommended that the teacher do some of the
preparation beforehand.
1. Bottoms should be glued on the plastic tubes ahead of time so that
the glue can be dry for filling the columns.
2. The sand and paints can be mixed ahead as well. Water is added to
enhance the color and eliminate dust problems. For each color, mix 2 kg
of sand with 50 g paint and 50 to 75 ml water. (To recycle the sand and
change its color, rinse with water and dry before applying a new color.)
3. Obtain published lithologic diagrams of (local) outcrops, roadcuts, drill
holes, and/or mine cores. These may be obtained in paper form or
downloaded from the internet from the USGS. These diagrams may also
be obtained from various geologic texts5 and journals.
Time:
activity 1:
activity 2:
activity 3:
activity 4:
activity 5:
10 minutes
10 minutes
15 minutes
40 minutes
15 minutes
Activities:
1. (10 minutes)
 Start the discussion by explaining that geologists use models as
an aid when studying sedimentary rock sequences. The various
rock layers may be dated relative to each other by studying
these sequences. The rock layers are usually stacked
horizontally, with the oldest layers generally found on the bottom.
Intrusions or faults cut through other rocks, and are assumed to
be younger than the layers they cut. A geologic calendar,
applicable to the whole Earth, can be developed by correlating
rocks of similar ages in different locations. Fossils found in the
various strata, give scientists clues about the life forms present
during the deposition of particular layers.
 In geologic models, specific colors and patterns are used to
represent various types of rocks and/or sediment layers. Since
many sedimentary rocks are brown and gray, the colors in the
models help us to more clearly visualize the various strata. The
lithologic columns are a scaled model of a particular geologic
formation. Figure earth_2_1 shows an example lithologic
column based on one wall of the Grand Canyon5, along with the
scale and the color scheme used to construct the column.
 Present the color scheme used for the various rock types that
will be used in the activities below. If the groups will be modeling
structures with different kinds of rocks, the students may be
allowed to choose their own color scheme .
Page 3
Earth Science, Part 2
2. (10 minutes)
 Divide students into groups (3 students per group is
recommended).
 Give each group a diagram of a geological formation (or drill hole
or mine core) or cross-section to work with. If a cross-section is
to be used, indicate for the students which part is to be modeled.
This can be done by drawing a vertical line at the desired
location.
 Students use colored pencils or markers to shade the different
rock types in their diagrams. These shaded diagrams will be
used to construct the sand models. (The colors of the pencils or
markers should correspond to the sand colors available.)
3. (15 minutes)
 Students first determine the appropriate scale for their models.
 Students decide how to scale their model by comparing the
length of the column to the total rock thickness on their
diagram. (For example, 15 in = 5815 ft  1 in = 388 ft or 1
cm = 153 ft.)
 The scaled thickness for each layer is then computed and
marked on the diagram.
 Have the students place a piece of masking tape along the
length of the column.
 Students should next mark the various layers on the tape.
 Any special feature of each rock layer, such as the presence of
fossils, can be added as a notation to the tape strip.
4. (40 minutes)
 Working together, the students should get the appropriate color
of sand from the large container and pour it into the column to
the marked thickness.
 As each layer is poured, the sand must be compacted with the
dowel.
 Any extra space at the top of the column should be filled with raw
sand.
 When completed, the column should be capped, sealed, and
labeled with the site or feature location and the scale used to
construct the model.
5. (15 minutes)
 Have the groups present their work to the class after the
columns are completed. They should describe the site or
formation for their model, the scale used in the model, the rock
types and layers involved, and any conclusions they have drawn.
References and Extension Ideas:
These activities were adapted from the article “The Art of Geology” 1 by Debra Rockey.
Some sources for lithologic/geologic maps and geologic cross-sections are listed below:
1. Rockey, D., The Science Teacher, April 2000, “The Art of Geology”, pp. 2023.
2. http://pubs.usgs.gov/openfile/of99-432/of99-432.pdf
Page 4
Earth Science, Part 2
3. http://www8.myflorida.com/environment/downloads/geology/litholog.
html
4. http://www.ceie.sunysb.edu/SummerEducationalInterns/Linda/Creati
ngastratigraphiccolumn.html
5. “Geology Illustrated”, J. S. Shelton, W. H. Freeman and Company,
San Francisco and London, 1966.
6. “Earth Science, 4th Ed.”, E. J. Tarbuck and F. K. Lutgens, Charles E.
Merrill Publishing Company, Columbus, 1985.
7. “Physical Geology, 3rd Ed.”, L. D. Leet and S. Judson, Prentice-Hall,
Inc., Englewood Cliffs, New Jersey, 1965.
8. “Geologic Map of the Eastern Part of the Grand Canyon National
Park”, Breed, Huntoon, and Billingsley in cooperation with the U.S.
Geological Survey. This map may be purchased for $9.95 by calling
1-800-858-2808 or by visiting the website:
http://www.grandcanyon.org. It has several geologic cross-sections
which would be suitable for this lesson.
Page 5
Earth Science, Part 2
Figure earth_2_1. Example lithologic column: one wall
of the Grand Cayon1.
Chinle formation
Moenkopi formation
Kaibab limestone
Torow eap formation
Coconino limestone
Hermit shale
1 cm = 670 ft
Supai formation
Redw all limestone
Temple Butte
limestone
Muav limestone
Bright Angel shale
Tapeats sandstone
Wall of Grand Canyon
FORMATION
Vishnu schist
Tapeats sandstone
Vishnu schist
TYPE OF ROCKS
cross-bedded and pebbly sandstone, marine fossils
sandy, micaceous shales with thin micaceous sandstones and
sandy limestones, marine fossils
Muav limestone
sandy and silty shales and limestones with marine fossils
Temple Butte limestone sandy limestone with primitive fish
Redwall limestone
resistant gray limestone with marine fossils
Bright Angel shale
Supai formation
Hermit shale
Coconino limestone
Toroweap formation
Kaibab limestone
Moenkopi formation
Chinle formation
light to dark red shales; buff, pink and reddish sandstones, some
with cross-bedding; occasional beds of impure limestone; reptilelike fossil footprints
dark red sandy shale with fossil plants
pale buff fine-grained sandstone with dune-type cross-bedding;
reptile-like footprints
two series of red beds separated by limestone with marine fossils
light colored sandy and cherty limestones with marine fossils
red sandy shales; non-marine fossils
Shinarump conglomerate
1. “Geology Illustrated”, J. S. Shelton, W. H. Freeman and Company, San Francisco and London,
1966, p. 266.
Page 6