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DOCUMENT RESUME

ED 383 541 SE 056 104

AUTHOR O'Neal, Adrian

TITLE The Cliffs of Time. Cliffs of the Neuse State Park.An Environmental Education Learning Experience,Designed for Grades 6-8.

INSTITUTION North Carolina State Dept. of Environment, Health,and Natural Resources, Raleigh.

PUB PAlE Sep 94

NOTE 58p.

PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MF01/PC03 Plus Postage.

DESCRIPTORS Earth Science; Environmental Education; ExperientialLearning; *Field Trips; *Geology; InterdisciplinaryApproach; Intermediate Grades; Junior High Schools;Middle Schools; *Outdoor Activities; OutdoorEducation

IDENTIFIERS *Geologic Time; Hands On Experience; North Carolina;*Prehistoric Life; State Parks

ABSTRACTThis activity packet provides educators with a series

of hands-on interdisciplinary classroom and outdoor educationactivities for grades 6-8 that focus on geology and prehistoric lifeat Cliffs of the Neuse State Park, North Carolina. The packet wasdesigned to meet established curriculum objectives of the NorthCarolina Department of Public Instruction's Standard Course of Study.Three types of activities are included: (1) pre-visit classroomactivities provide background and vocabulary development; (2) on-siteactivities conducted at the park; and ;3) post-visit classroomactivities to reinforce concepts, skills, and vocabulary. Thislearning experience exposes students to the major concepts ofgeologic processes, geologic time, and prehistoric life. The packetcontains an introduction to Cliffs of the Neuse State Park; anactivity summary; pre-visit, on-site, and post-visit activityobjectives and instructions; a glossary; a list of 4 references; and

a scheduling worksheet, program evaluation, and a parental permission

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Cliffs of the Neuse State ParkAn Environmental Education Learning Experience

Designed for Grades 6-8

BEST COPY AVAILABLE

"It is important that you un, tOidour state's geologic history.,

because in one way or anotheryour life has been, and

affected by the events of the past.Some of the effects are ,tangible, such

as water and nitner*l resources,the char of the soil,or the shit the land.

But in more iütangible ,tterms,understan earth's past

can kieip u.91 e strtve tounderstand man's relation to timeand the planet on which we live."

Fred Beyer,North Carolina

The Years !Wore Man.

4

Funding for this publication was generously provided by

C P&L

ii 0

James B. Hum, Jr.Go\ error

This Environmental Education Learning Experiencewas developed by

Adrian O'NealPark Ranger I

Cliffs of the Neuse State Park

N.C. Division of Parks and RecreationDepartment of Environment, Health and Natural Resources

AV I I I I 1FAIF-I NJ Fi

Jonathan B. HowesSecretary

iii I)

Other Contributors .

Park volunteers;

Mary Watson, N.C. Geological Survey, Kinston, N.C.;

Albert Carpenter, N.C. Geological Survey, Raleigh, N.C.;

Chris Snow, Former Park Ranger I, Cliffs of theNeuse State Park;

Tim Brewer, Former Park Ranger I, Cliffs of theNeuse State Park;

Fred Beyer, Science Educator, Fayetteville, N.C.;

The N.C. Department of Public Instruction;

The N.C. Department of Environment, Healthand Natural Resources;

and the many individuals and agencies who assistedin the review of this publication.

5(X) copies of this public documentwere printed at a cost of$1,750 or $3.50 per copy

IS Printed on recycled paper.9-94

iv7

Table of Contents

I. IntroductionIntroduction to the North Carolina State Parks System 1.1

Introduction to Cliffs of the Neuse State Park 1.2

Introduction to the Activity Packet for Cliffs of the Neuse State Park 1.5

Introduction to the Geology of Cliffs of the Neuse State Park 1.6

2. Activity Summary 2.1

3. Pre-Visit Activity#1 A Key to Time 3.1

4. On-Site Activity#1 A Line Through Time 4.1

5. Post-Visit Activity#1 Life at the Cliffs, Then and Now 5.1

S. Vocabulary 6.1

7. References 7.1

8. Forms 8.1

9. Notes 9.1

preserving and protectingr North Carolina's naturalresources is actually a rela:tively new idea. The seeds ofthe conservation movementwere planted early in the 20thcentury when citizens werealerted to the devastation ofMount Mitchell. Loggingwas destroying a well-knownlandmark - the highest peakeast of the Mississippi. Asthe magnificent forests ofthis mile-high peak fell tothe lumbermen's axe, alarmedcitizens began to voicetheir objections. Gover-nor Locke Craig joinedthem in their efforts tosave Mount Mitchell.Together they convincedthe legislature to pass a billestablishing Mount Mitchellas the first state park of NorthCarolina. That was in 1915.

The North Carolina StateParks System has now beenestablished for more than threequarters of a century. Whatstarted out as one small plot ofpublic land has grown into 59.properties across the state, in-cluding parks, recreation areas,trails, rivers, lakes and natural

Cliffs of the Neuse State Park, NC

areas. This vast network ofland boasts some of the mostbeautiful scenery in the worldand offers endless recreationopportunities. But.our stateparks system offers much morethan scenery and recreation.Our lands and waters containunique and valuable archaeo-logical, geological and biologi-cal resources that are importantparts of our natural heritage.

As one of North Carolina'sprincipal conservation agen-cies, the Division of Parks andRecreation is responsible forthe more than 125,000 acresthat make up our state parkssystem. The Division man-ages these resources for thesafe enjoyment of the publicand protects and preservesthem as a part of the heritagewe will pass on to generationsto come.

An important componentof our stewardship of theselands is.education. Throughour interpretation and environ-mental education services,the Division of Parks andRecreation strives to offerenlightening programs whichlead to an understanding andappreciation of our naturalresources. The goal of ourenvironmental educationprogram is to generate anawareness in all individualswhich cultivates responsiblestewardship of the earth.

For more information contact:

N.C. Division of Parksand RecreationP.O. Box 27687

' Raleigh, NC 27611-7687919/ 733-4181

September 1994

Introduction to Cliffs of the Neuse State Kirk

Efforts to establish Cliffs ofthe Neuse State Park began in1944, when Lionel Weil pro-posed that the cliffs area alongthe Neuse River be preservedas a state park. Weil andother individuals donated landthrough the Wayne Founda-tion, and the park was estab-lished in 1945. Today the parkencompasses 748 acres.

The Cliffs:Extending 600 feet, and ris-

ing 90 feet above the NeuseRiver, the cliffs of the Neuse


were formed millions of yearsago when a fault in the Earth'scrust shifted. The Neuse Riverfollowed this fault line and,over time, cut its coursethrough layers ofsediment depositedby shallow seasthat had earliercovered the coastalplain. A portionof the river tooka bend and thewater's erosiveforce slowlycarved the cliffsof the Neuse.

1.2

The cliffs of the Neuse tella lot about the area's geologichistory. Layers of sand, clay,seashells, shale and gravelform the multi-colored cliffface, with each layer contain-ing clues as to what life mayhave been like millions ofyears ago.

History HighlightsMuch of the human history

of the area centers around theriver. Native Americans of theTuscarora and Saponi tribesonce occupied much of theland between the Neuse andPamlico rivers. What is nowthe park was a ceremonialground and a gathering placefor hunting expeditions. Theriver served as an avenue fortravel into the surroundingwilderness. Early Europeansettlers set up a trading centerat Whitehall (now SevenSprings), the earliest Englishsettlement in the area. Afterthe Revolutiondy War, a stage-coach line as well as rivertraffic promoted the growth ofthis agricultural town.

10 September 1994

Early in the twentieth cen-tury, Whitehall was known forits mineral water cures. In anarea of just a few square feetwere seven springs, each saidto produce water with a differ-ent chemical content. Onsummer weekends, visitorschecked into local hotels todrink the mineral water andtake riverboat excursions tothe cliffs. A gallon a day of thesprings' water was prescribedfor "whatever-ails-you."

The waters were also usedin whiskey stills. Local phi-losophers declared that ifmineral water would not curepeople's ills, then corn whis-key would make them forgetwhat ailed them. In the 1920s,the thriving community wasdamaged by fire and it neverfully recovered.

Natural HistoryHighlightsPlants

A range of habitats contrib-utes to the abundance andvariety of plants in the park.River margins, flood plains,rolling uplands and ravines arehome to an unusual mixture oftrees, shrubs and herbaceousplants. More than 420 speciesof plants have been recordedhere. At least five plant com-munities can be observed inthe park, each with its ownunique characteristics. Span-ish moss reaches its western-most limit of distribution here.Galax, a common'plant in themountains, is abundant onmoist, well-drained slopes.

Two trees, red oak and Virginiapine, typically found in thewestern part of the state, growwithin sight of coastal plaintrees like cypress and live oak.Wild azalea, trailing arbutisand pink ladyslippers are justa few of the park's commonflowering plants.

WildlifeThe mixture of varied plant

communities next to a majorcoastal plain river createsnumerous wildlife habitats.The river hosts more than 50species of fish, such as thelognose gar, and several spe-cies of freshwater mussels.Many different kinds of rep-tiles and amphibians live in thepark. Mammals such as otters,muskrats, beavers, mink andraccoons hunt along the riverand small creeks in the park.Birds are well represented,with approximately 160 spe-cies that can be seen through-out the year.

Look for waterfowl andshore birds at the park lake.Listen for barred owls andwhip-poor-wills at night in thesummer. Scan the skies abovethe river near the cliffs forsoaring raptorswith luckyou may spot a bald

eagle. During the migrationseason, take a hike along oneof the four hiking trails to look-for warblers and other migra-tory birds. Keep an eye out fordeer and fox squirrels. Thoughnot as conspicuous as the largeranimals, butterflies and drag-onflies are abundant and their

behavior is easily ob-served with a pair

of binoculars.

Program Options:Cliffs of the Neuse State

Park has many cultural andnatural history themes and isan excellent place to teachthem. The exposed surface ofthe cliffs provides an outdoorclassroom in which to explorethe geologic history of the area.

Groups are encouragedto visit the park during

all seasons of theyear for hikes,

exploration,nature study

and otheractivities. Leaders

may choose to design andconduct their own activitiesor to use this Environmental

Education Learning Experi-ence activity packet. A

,

el it'

belted kingfisher

Cliffs of the Neuse State Park, NC 1.3 September 1994

park ranger will be happyto assist you with your programming.needs. Park staffwill make every effort toaccommodate persons withdisabilities.

Scheduling a Trip:1. Please contact the park atleast two weeks in advance tomake a reservation.2. Complete the SchedulingWorksheet located on page 8.1,and return it to the park as soonas possible.

3. Research activity permitsmay be required for samplingactivities. If your group plansto collect any plant, animal ormineral within the park, pleasecontact the park office at least30 days in advance to obtaina permit application.

ti The usual fees for activities,such as boat rental and swim:ming, will apply.

Befol the Trip:1. Complete the pre-visitactivity in the EnvironmentalEducation Learning Experi-ence packet.2. The group leader shouldvisit the park without thepar-ticipants prior to the group trip..This will enable you t9 bi Onefamiliar with th andpark staff, and#ideraity anypotential prObletriS:,

3. The group leaddisitOuld dis-cuss park rules:,arid behaviorexpectations with aduli.leadersand participants. Safety 'shOuldbe stressed,4. Inform the group aboutpoison ivy, ticks, snakes and ?insects. Suggest the Use of inr;sect repellent from late spring


through early fall.5. Everyone should wear aname tag. Please color-codetags (for groups) and establisha buddy system.6. Activities that take placeoutdoors may expose partici-pants to insects and seasonalweather conditions. Be pre-pared by dressing accordinglyand wearing sunscreen orinsect repellent, if necessary.Comfortable walking shoesshould also be worn.7. The group leader is respon-sible for obtaining a parentalpermissio# form from eachparticipant, including a list ofany health considerations andmedical heeds. An exampleof this form is on page 8.2.8. If you will be late or need tocancel your trip, please notifythe pailt as far ahead of timeas poOble.

While at the Park:PleaSe obey the followingrules:

14 To help you get the mostOut of the experience and in-crease your chance of observ-ing wildlife, be as quiet asPossible while in the park.

2. On hikes, walk behind theleader at all times. Running,climbing and horseplay arenot permitted. Please stay onilte trails!

:1 All plants and animals'within the park are protected.

lInjuring or regioNin4 plantsand harming annuals are pro-hibited in all state patks. Thisallows futUre'yisitors.the sameOppOttinity to enjoy our natu-ral resources.

1.41.2

4. Picnic in designated picnicareas only. Help keep the parkclean and natural; do not litter.

5. In case of accident-oremergency, contact park staffimmediately.

Following the Trip:1. Complete the post-visitactivity in the EnvironmentalEducation Learning Experi-ence packet.2. Build upon the field experi-ence and encourage partici-pants to seek answers to ques-tions and problems encoun-tered at the park.

3. Relate the experience toclassroom activities andcurriculum through reports,projects, demonstrations,displays and presentations.4. Give tests or evaluations,if appropriate, to determineif students have gained thedesired information from theexperience.5. File a written evaluation ofthe experience with the park.Evaluation forms are availablein the activity packet on page8.3.

Park Information:Address:

Cliffs of the Neuse State Park345 A Park Entrance Rd.Seven Springs, NC 28578Tel: (919) 778-6234Fax: (919) 778-9589

Office Hours:Year-round,Mon - Fri 8:00 am -5:00 pm

Hours of Operation:Nov - Feb 8:OOam- 6 :OOpm

Mar, Oct 8:OOam- 7:OOpm

Apr,May,Sep 8:OOam- 8:OOpm

Jun - Aug 8:OOam- 9 :OOpm

September 1994

The Environmental Educa-tion Learning Experience,Cliffs of Time, was developedto provide environmentaleducation through a-fiefie.S ofhands Oh defiVitoil for theclassroom and the outdoorsetting of Cliffs of the NeuseState Park. This activitypacket, designed for grades 6through 8, meets establishedcurriculum objectives of theNorth Carolina Department ofPublic Instruction's StandardCourse of Study. Three typesof activities are included:

I) pre-visit activity2) on-site activity3) post-visit activity

The on-site activity will beconducted at the park, whilepre-visit and post-visit activi-ties are designed for the class-room. Pre-visit activitiesshould be introduced prior to

the park visit so that studentswill have the necessary back-ground and vocabulary for theon-site activities. We encour-age you to .Post-visitactivities Co ititifiTred difIdeptS,skills and vocabulary learnedin the pre-visit and on-site ac-tivities. These activities maybe performed independently,but have been designed to bedone in a series to build uponthe students' newly gainedknowledge and experiences.

The Environmental Edu-cation Learning Experience,Cliffs of Time, will exposethe students to the followingmajor concepts:

Geologic ProcessesGeologic TimePrehistoric Life

The first occurrence of vo-cabulary words used in theseactivities is indicated in bold

type. Their definitions arelisted in the back of the activ-ity packet. A list of the refer-ence materials used in devel-oping*activities follows theVOtaititaty Itsl.

This document was de-signed to be reproduced, inpart or entirety, for use inNorth Carolina classrooms. Ifyou wish to photocopy oradapt it for other uses, pleasecredit the N.C. Division ofParks and Recreation.

Note:The 044he amity will rapinehikillOilklit0130111 Opel* the

Ipir oral conditionsand *tots, Ac-

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ditiabaidel. Whit conduct-1411 ors*J04**ilikaso

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Cliffs of the Neuse State Park, NC 1.5

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13 September 1994

Geology &GeologicTime

Geology is the scientificstudy of the origin, history andstructure of the earth. Geolo-gists estimate that the Earthis approximately 4.6 billionyears old! A billion is a 1, fol-lowed by nine zeros. That's alot of zeros. If someone had abillion dollars to give you andgave you a dollar each day,you would never see the entirebillion; you would probablyonly get about 27,000 dollarsbefore you passed away. An-other way of looking at it is4.6 billion is 4,600 million.This amount of time is sogreat that it is hard to compre-hend. Geologists refer to thisas geologic time.

Geologic time is dividedinto segments called eras,periods, and epochs. A geo-logic era often covers hun-dreds of millions of years.The geologic period is asmaller time interval withinan era. The epoch is aneven smaller unit ofgeologic time withina period. Eras,periods, and

epochs are not like our stan-dard time units of hours, min-utes, and seconds.,Unlike ourstandard time units, geologictime units can vary in length.For example, the Paleozoicera is about 350 million yearslong while the Mesozoic era isonly about 175 millions yearslong. Geolo:ists base thelengths Wiattihe-of thevari-ous geologic time units onthe geology of the rocks andsediments formed duringeach time unit. As new geo-logic information is discov-ered, geologists may changetheir estimates for the lengthsof some geologic time units.This is why different textbooksdo not always agree on thelength of a particular geologictime period, when it started

or when it ended. Whenyou study geologictime, remember that

scientific knowl-edge is tentative!

The Layers AreLaid

probably deposited in a tidalmarsh.' The white to yellowishlayers are made of sand andindicate the location of an oldocean beach. Most geologistsagree that the layers were de-posited during the Cretaceousperiod, over 66 million years

Dryptosaurus

The specificgeologic forma-tion exposed today

at the cliffs is known asthe Black Creek Forma-tion. The layers, or beds,that make up the cliffs arecomposed of clays and

'_.. -sand. The dark gray to- black layers are clays,


ago (mya). The layers in thecliffs provide evidence that thesea level rose and fell manytimes, rearranging the coast-line. Some geologists thinkthat rivers and streams, carry-ing eroded sediments to thesea, may have formed largemarshy deli's in the coastalplain.

The Black Creek Formationcontains fossils that give geo-logists clues as to the specificanimals and plants that livedin the gently rolling piedmont

.and coastal plain during Creta-ceous time. Fossil shells andanimal burrows help us iden-tify the marine invertebratesthat lived in the estuaries andocean at that time. Fossil teethand bone fragments indicatethe presence of sharks, bonyfish, aquatic turtlesond a giant

1.6 September 1994

Ornithomimus

crocodile(Deinosuchus).At least three differentkinds of dinosaurs probablylived in the area a duckbilleddinosaur (Hypsibema), anostrich-like coelurosaur(Ornithomimus), and a rela-tive of Tyrannosaurus rex(Dryptosaurus). Lookingat fossil evidence from otherparts of the United States,geologists think itis likely that ptero-saurs, the flyingreptiles, filled the Caro-lina skies while the mosasaurs,29 foot-long marine lizards,hunted in our coastal waters.Bees, butterflies and floweringplants also developed duringthis time.

The Cliffs AreExposed

The cliffs were formedwhen a fault in the

Earth's crust shifted millionsof years ago. The NeuseRiver followed this fault lineand, over time, cut its coursethrough layers of sedimentdeposited by the shallow seasthat had earlier covered thecoastal plain.


mosasaur

A portion of the river took abend and the water's erosiveforce slowly carved the cliffsof the Neuse. Today, the cliffsrise over 90 feet above theriver's surface.

1.7 September 1994

Activity' Slum ry

The following outline provides a brief summary of each activity, the major concepts intro-duced and the objectives met by completion of the activity.

I. Pre-Visit Activity#1 A Key To Time (page 3.1.1)

This pre-visit activity, designed for the classroom, will introduce the concept of geologic timeand some significant events that occurred in our area.

Major concepts:Geologic timeGeologic history

4 1.

Prehistoric life hrlUse of a key Y ;.4

Objectives:List the three major divisions of geologictime.List the five eras of geologic time.Name the present period and epoch.Define a key.Use a simple key to identify eras, periods and epochs.

IL On-Site Activity#1 A Line Through Time (page 4.1.1)

This activity is designed to allow the students to be the teachers. They will relate how the cliffswere formed, and highlight plants, animal and significant events from the Mesozoic Era to thepresent. They will be provided with instructions and props to illustrate specific points.

44i

.iy

Major Concepts:Geologic timeFormation of the cliffs of the NeusePrehistoric life

Objectives:Name two eras that are represented in the cliffs.Name the formation that makes up most of the layers of the cliffs.List three animals and three plants that existed during the formation of the cliffs' layers.Describe the basic geologic process that formed the cliffs.

Cliffs of the Neuse State Park, NC 2. 1 September 1994

III. Post-Visit Activity#1 Life at the Cliffs, Then and Now (page 5.1.1)

Students will complete a.word search containing vocabulary words and the names of plantsand animals from the past and present. Some of the words will be new so the students can beassigned specific ones to increase their vocabulary. The concept of why the park was created willalso be introduced.

Major concepts:Geologic termsPlants and animalsConservation and stewardship

Objectives:Become familiar with geologic terms and plant and animal names thatare pertinent to Cliffs of the Neuse State Park.Explain why Cliffs of the Neuse was set aside as a state park.List two unique geological features, two unique plants, and two unique animals that existwithin the park boundaries.

duckbilled dinosaur(Hypsibema crassicauda)


Pre-Visif Activity #1 A Key to Time

Curriculum Objectives:Grade 6

Communication Skills:listening, reading. vocabularyand reading comprehension,study skills using environ-mental sourcesGuidance: competency forinteracting with othersSocial Studies: gather. orga-nize and analyze information,draw conclusionsScience: nature of science,classifying, origin of rocksand change with time

Grade 7Communication Skills:listening, reading, vocabularyand viewing comprehension,study skills using environ-mental sourcesGuidance: being responsiblein a groupScience: nature of science.classifying, climate change

Grade 8Communication Skills:listening, reading, vocabularyand viewing comprehension,stody skills using environ-mental sourcesGuidance: being responsiblein a groupScience: nature of science,classifying, geologic time,evolution. adaptation

Location: Classroom

Group Size:30 students, class size

Estimated Time:One to two class periods

Appropriate Season: Any

Materials:Provided by the educator:Per student: "Introduction to the

Geology of Cliffs of the NeuseState Park"

Per Two Students: Student'sInformation, "A Key to Geo-logic Time," one set of "ClueCards to Time" and "GeologicTime Worksheet". Optional:"Geologic Time Scale forNorth Carolina"

Major Concepts:Geologic timeGeologic historyPrehistoric lifeUse of a key

Objectives:List the three major divi-sions of geologic time.List the five eras ofgeologic time.

Name the present periodand epoch.Define a key.Use a simple key to identifyeras, periods and epochs.

Educator's Information:

rr his activity is designed tointroduce the concept of

geologic time through the useof a simple key. The studentswill use a simple key to iden-tify geologic time intervalsand learn some of the signifi-cant events that occurred dur-ing each.

Ornithomimus

Cliffs of the Neuse State Park, NC 3. 1 . 1

1 8 September 1994

Instructions:1. Have the students read anddiscuss the "Introduction to theGeology k.f Cilfs of the NeuseState Park."

2. Divide the students intoteams of two. Give each teamone copy of the following:Student's Information, "A Keyto Time," and the "Clue Cardsto Time." Each team shouldseparate the "Clue Cards toTime" by cutting along thedotted lines. They should alsoshuffle the cards before begin-ning the activity.

3. Using the Student's Infor-mation, explain what a key isand how it works. Ask eachteam to pick a card and readit. Then, start at the top of"A Key to Time" to identifythe geologic time interval de-scribed on their card. Empha-size that the students are towork as a team, making logical

Cliffs of the Neuse State Park. NC

choices together as they cometo each branch of the key.When they have found thename for the time intervaldescribed on their card, theyshould write their answer onthe "Geologic Time Work-sheet" next to the letter thatmatches the letter on the card.For example, if the students"key out" Clue Card A as theDevonian period, they shouldwrite the word Devonian online A of the "Geologic TimeWorksheet." When they finishwith all their cards, they willhave arranged the eras, peri-ods, and epochs in their properchronological order on theworksheet.

i9

4. Optional: After each teamhas finished, give them a copyof the "Geologic Time Scalefor North Carolina." Usingthis time scale, the studentsshould write the time spannext to each era and each pe-riod on their worksheets. Forexample, according to the timescale, the Devonian periodbegan 410 mya and ended, atthe beginning of the Mississip-pian period, 360 mya. Nextto the Devonian period ontheir worksheets, the studentsshould write "360-410 mya."An answer sheet has beenprovided for the teacher.

3.1.2 September 1994

Geologic time, the eras,periods and epochs coveringhundreds, even thousands ofmillions of years, can be con-fusing and complicated. Usinga key will help you becomefamiliar with geologic time.To find out what a key is, readon!

Keys:A key is an essential tool

used by people to help themidentify or classify plants, ani-mals, rocks and many otherthings. In our case, we willuse a key to identify geologictime intervals. Always start atthe beginning, or top, of a keyand work your way down, stepby step. If you make the bestchoice at each branch of thekey, you should be successfulin finding the correct name foryour specific plant, rock, orgeologic time interval. Onceyou learn how to use a key, it

Plesiosaurus & Ichthyosaurus

is uially the fastest and mostaccurate way to identify things.However, you must be algood!observer and a carefulieeadei.who pays attention Videtails.

How to use the"Key to Geologic Time":It takes time to learn how toread a key. Read slowly andwork with your partner. First,carefully read a Clue Cardwhich describes the significantcharacteristics of a particulargeologic time interval. Then,begin at the top of the key.You are given two choices: ei-ther the interval is an era, or itis not an era. If the descriptionon the card tells you that theinterval is an era, continuedown the right branch of thekey. Here you must pick fromfive choices. Choose the nameof the era that best matches theinterval described on your Clue

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n, write the eratame on the "Geologic TimeWorksheet" next to the letterthat corresponds to the letteron your Clue Card.

What if you decide that thegeologic time interval de-scribed on your Clue Card isnot an era? In this case, youcontinue down the left branchof the key where you mustchoose between epoch andperiod. After making thischoice, you have to make morechoices to find the correctname of your epoch or period.Again, write the name of theinterval on your worksheetnext to the letter that matchesthe letter on your Clue Card.Go on to the next card. Whenyou have completed all thecards, check your answerswith your teacher. If you madea mistake, go back to the keyand try to determine whereyou made an incorrect choice.

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3.1.3 ti J September 1994

Geologic. Time Scale For North CarolinaEON ERA PERIOD EPOCH GEOLOGIC EVENTS AGE*

Quaternary HolocenePleistocene

Tertiary

Pliocene

Deposition of sediments in Coastal Plain. Erosion of Piedmontand Appalachian Mountains to their present rugged features.

Miocene Phosphate deposited in eastern North Carolina (Beaufort andPamlico Counties).

1.7

5

24

OligoceneEocene

Paleocene

Limestone deposited in Coastal Plain. Weathering and erosioncontinue in Piedmont and Mountains. 66

0

Oc

CretaceousLate Deposition of estuarine and marine sediments the Coastal Plain.

Continued erosion of the Piedmont and Mountains

Early Sediments deposited in northern half of the Coastal Plain. CapeFear Arch begins to develop. Piedmont and Mountains eroded. 138

Jurassic

Late

Middle

Marine sediments deposited on outer continental shelf. Piedmontand mountains eroded.

Early

Weathering and erosion of the Blue Ridge and the Piedmont areas.Emplacement of diabase dikes and sheets. 205

TriassicLate

Faulting and rifting creates Deep River, Dan River, and Daviebasins. Basins fill with continental elastic sediments known as"red beds".

Middle

Early

Formation of the Atlantic Ocean as North America and Africadrifted apart. Weathering and erosion of Piedmont and Mountains

240

O

Permian Final collision of North America and Africa. Thrust faulting inwest; deformation in eastern Piedmont.

Pennsylvanian

Mississippian

Devonian

Silurian

Ordovician

Cambrian

Time of uplift and erosion.

Time of uplift and erosion.

290

330

360

Emplacement of lithium, mica, and feldspar-rich pegmatites,primarily in the Kings Mountain and Spruce Pine districts.Metamorphism of Carolina slate belt. Period of erosion.

Period of uplift and erosion.

410

435

Continental collision and beginning of mountain buildingprocessfaulting, folding, and metamorphism of pre-existing rocks.

500

Sandstone, shale, and limestone deposited in the mountainarea. Continued deposition of Carolina slate belt rocks. Golddeposits of the slate belt form

570

LateSedimentary and volcanic rocks deposited in the mountains andPiedmont. Local intrusions of igneous rocks. 900

MiddleSedimentary, volcanic, and igneous rocks formed in the BlueRidge and metamorphosed to gneisses and schists. 1,600

Early Oldest dated rock in North Carolina is 1,800 million years old. 2,500

ARCHEOZOICOldest known rock in U.S. is 3,600 million years. Oldest knownrocks in world are 3,850 million years. Formation of the Earthwas 4,500 million years ago. 4,000+

* estimated age in millions of yearsCliffs of he Neuse State Park, NC

Adapted from: NC Geological Survey, Bulletin 91

3.1.4 1: I September 1994

Clue Cards to Time

A. This era represents the longest division ofEarth's history, from the time the Earth wasformed, 4,500 mya to 2,500 mya. The earli-est fossil records date back to 3,400 mya.This era contains no periods.

B. The collision of different island arcs andland masses produced a major mountainbuilding event during this era.

LC. There were at least four glacial advancesduring this epoch, which occurred in theQuaternary Period. Wooly mammoths, mast-odons and wooly rhinoceroses were commonduring these glacial advances. Most notablewas the appearance of Homo sapiens.

F-

D. Both the first dinosaurs and the firstsmall, mouse-like mammals appeared nearthe end of this period, that occurred duringthe Mesozoic Era.

G. Known as "The Age of Reptiles,"because reptiles dominated trh. air, landand sea. This era contains three periods.

T

E. This periOd occurred in the Paleozoic Era.Marine invertebrates specialized and a primi-tive tree, the ginkgo, appeared. This periodended with a severe mass extinction of 96%of all species.

LF. This epoch occurred during the Tertiaryperiod. The oceans receded and exposedmuch more land to erosional forces. Mam-mals were becoming common on land andsharks were abundant in the oceans.

L

Cliffs of the Neuse State Park, NC 3.1.5

H. Fossil records indicate the presenceof saber-toothed cats during this epoch.Elephants, apes, monkeys, giraffes and cattleare some of the mammals that evolved dur-ing this epoch, which occurred during theTertiary period.

I. Known as "The Age of Ancient Life,"this era marked the first appearance ofshelled animals. The most common one wasthe trilobite. This era is divided into sevenperiods.

J. Although this era is the shortest era, itcontains the most complete geologic recordof the Earth's history. This era is often re-ferred to as the "Time of Recent Life."

K. All life lived in the ocean during thisperiod. The EaAn's atmosphere did not blockultraviolet radiation from the sun. Primitivesponges, marine invertebrates and shellfishwere common at this time. This periodoccurred during the Paleozoic Era.

L. Sharks, rays and bony fishes multipliedand diversified during this period. This pe-riod occurred during the Paleozoic Era.

September 1994

Clue 'ards to Time

M. During this period, North Americawas covered by water. Plant-like marineinvertebrates such as feather stars and sealilies flourished in the oceans. This periodoccurred during the Paleozoic Era.

F-

L

L

N. The climate of this epoch, during theQuaternary period, is much warmer than theclimate of the Ice Ages. Humans are playinga greater role in the extinction of both plantsand animals in this epoch.

L

S. Pterosaurs, the flying reptiles, lived dur-ing this period and the first birds evolved.This period's name was part of a title of a fa-mous movie. This period occurred duringthe Mesozoic Era.

T0. Most life forms were still evolving in theoceans during this period. Oysters, clams,starfish and hard corals were developing.Very primitive jawless fish appeared duringthis period, which occurred during the Paleo-zoic Era.

P. Tyrannosaurs and duckbilled dinosaurswere alive during this period. Floweringplants, bees and butterflies evolved duringthis time. The end of this period saw theextinction of all dinosaurs. This periodoccurred during the Mesozoic Era.

Q. Fossil records indicate that dogs, cats,rats and camels were alive during this epoch.The name of this epoch means "Few RecentKinds of Life." This epoch occurred duringthe Tertiary period.

R. The early part of this period was domi-nated by the Ice Ages and is divided into twoepochs. This period occurred during theCenozoic Era.


T. Major mountain building and the evolu-tion of insects and reptiles were significantevents during this period. The largest drag-onfly to ever live was zipping around onwings that measured 29 inches! This periodoccurred during the Paleozoic Era.

U. During this period, many different typesof mammals developed. This period containsfive epochs and belongs in the Cenozoic Era.

V. No new major life forms developedduring this period, with the exception of ex-tensive coral reefs in shallow areas of oceans.This period belongs in the Paleozoic Era.

W. Australopithecines, ancestors to humans,evolved during this epoch, which belongs inthe Tertiary Period.

X. The name of this epoch means "Dawnof Recent Life." Mammals continued tomultiply and diversify during this epoch.This epoch belongs to the Tertiary Period.

3.1.6

1

September 1994

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Cliffs of the Nvose State Park, NC 3.1.8 September 1994

's11

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R. Quaterna(present - 1.7 mya)

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Pleistocene

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(1.7 - 66 mya) Q.

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R Cretaceous (66 - 138 mya)

G. Mesozoic (66 - 240 mya) S. Jurassic (138 - 205 mya)

\ D. Triassic (205 - 240 mya)

E. Permian (240 - 290 mya)

T. Pennsylvanian (290 - 330 mya)

I. Paleozoic (240 - 570 mya) M. Mississippian (330 - 360 mya)

L. Devonian (360 - 410 mya)

\V. Silurian (410 - 435 mya)

0. Ordovician (435 - 500 mya)

. Cambrian (500 - 570 mya)

B. Proterozoic (570 - 2,500 mvall

A. Archeozoic (2,500 - 4,000 rant)

Cliffs of the Neese State Park, NC

1cif

3. 1 .9 September 1994


Communication Skills: lis-tening, reading, vocabularyand viewing comprehension.study skills using environ-mental sources, speakingtechniquesGuidance: competency forinteracting with othersSocial Studies: gather. orga-nize and analyze informa-tion, draw conclusionsScience: nautre of science,rocks and geologic profiles

Grade 7Communication Skills: lis-tening, reading, vocabularyand viewing comprehension,study skills using environ-mental sources, speakingtechniquesGuidance: being responsiblein a groupScience: organization andvariety of living things, EarthscienceSocial Studies: gather,organize and analyze infor-mation, draw conclusionsScience: nature of science,climate changes over time

Grade 8Communication Skills: lis-tening, reading, vocabularyand viewing comprehension,study skills using environ-mental sources, speakingtechniquesGuidance: being responsiblein a groupScience: organization andvariety of living things, EarthscienceSocial Studies: gather,organize and analyze infor-mation, draw conclusionsScience: nature of science,change in landforms and lifeforms through geologic time,adaptation and evolution

On-Site icetiVitV 4 1 A Line Through Time


Location: 350 Yard Trail

Group Size:Maximum 30 students

Estimated Time: 1 - 2 hours


Materials:Provided by the educator:Per student: Student's Informa-

tion sheetPer group: Layers of Time Infor-

mation CardsProvided by the Park:Per group: Cliffs Model, Ceno-

zoic Kit, Mesozoic Kit, 90-footropes

Major Concepts:Geologic timeFormation of the cliffs ofthe NeusePrehistoric life

Objectives:Name two eras of time thatare represented in the cliffs.Name the formation thatmakes up most of the layersof the cliffs.List three animals and threeplants that existed duringthe formation of the cliffs'layers.Describe the basic geologicprocess that formed thecliffs.

I


Inthis activity the students

will learn how the layers inthe cliffs were formed throughsedimentation. They will alsodiscuss the time span in whichthis process took place andhow it is still taking placetoday. They will review theconcept of geologic time, andlearn about the plants and ani-mals that existed during theMesozoic and Cenozoic eras.

The students will be splitinto two groups. Each groupwill have a 90-foot rope thatwill represent the cliff. Therope will be marked to repre-sent layers and places wherethe students will stop. At eachstop they will use props and"Layers of Time InformationCards" to explain the signifi-cant events that occurred dur-ing that particular time period.They will add a "layer" oran appropriate animal or plantthat lived during that geologictime period to the CliffsModel at the end of each stop.By the end of the activity thestuaents will have built a rep-resentative model of the cliffs.

4.1.1 28 September 1994

Instructions:

Prior to your visit:Students should read and

discuss the Student's Informa-tion sheet. Divide the classinto two groups. Make twocopies of each of the "Layersof Time Information Cards"and give each group one entireset of cards. If you have fewerthan 15 students per group,some of the students will needtwo cards. If you have morethan 15 students, assign onecard per two students asneeded.

Have the students put theirnames at the top of their cards

20 feet

70 feet

and discuss with them whatthey will be doing at the park.Have them read through theircards so that they will be fa-miliar with their topics besrbrethey come to the park. Thestudents may have troublepronouncing or reading someof the words on their cards.(The rangers have the sameproblem!) Using the pronun-ciation guides on the cards,work through the unfamiliarwords with the students toavoid difficulties or embarrass-ments during their presenta-tions. Encourage students toadd any information, props. orideas of their own that will

make their presentation better.The main goal is to have funand learn something in the pro-cess.

Be sure to collect their"Layers of Time InformationCards" and keep them until thevisit to the park. when thecards will be handed out again.

At the Park:1. Divide the class into the twogroups. Each group shouldhave a ranger or educator withthem. Each group will receivea Mesozoic Kit. Cenozoic Kit,15 "Layers of Time Informa-tion Cards," one Cliffs Modeland one 90-foot rope. Each

Recent Time (Holocene Epoch)

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Cenozoic Era begins (66 mya)Mesozoic Era Ends

Black Creek Formation(Late Cretaceous Period,66 -90 mya; 13 layers visible)

-200 feet

Neuse

Note: The Black Creek formationactually extends nearly 200 feetbelow the river's surface!

Diagram of The Cliffs of The NeuseCliffs of the Neuse State Park. NC 4.1.2

p. September 1994

C.

.4t1

4.x;c'

1.1

Neuse River at Cliffs of the Neuse State Park

card will contain the informa-tion the student will need toteach the rest of the groupabout events that happenedduring the formation of thecliffs. Each kit will containprops that the students will usein their presentations.

2. Before starting, one groupshould remain at the top of thecliff and the other should move,down to the 350-yard Trail.

3. The ranger will havemarked the starting point foreach group in the two separateareas. The teacher or rangerleading each group will directthe group to its starting point.Then he or she will explain tothe students that they will betaking a short hike throughtime and building a model ofthe cliffs of the Neuse.

Suggested narrative: "Sincewe can not actually climb thecliffs without damagingthem, we are going to take our`climb' in our imagination. Aswe walk horizontally along thetrail, we will imagine that we


are climbing vertically up thecliffs. So, if we walk 15 feetalong the trail, we will imaginewe've climbed 15 feet up thecliffs. The layers in the cliffswere laid down millions ofyears ago when sand, clay andother sediments settled o it ofthe water. The lower dowi) alayer is, the older it is. The !qvers near the top of the cliffswere deposited very recently,in the past few million years."

"We will begin our journeyway back in time by imaginingwe could tunnel down 276feet below the river bed.If we could do that,we'd hit solid rock,called bedrock, thatwas formed a fewbillion years

ago." (The teacher or rangerwill now add the bedrock layerto the bottom of the CliffsModel.)

"In a few minutes, we aregoing to walk 276 feet alongthe trail to signify that we haveclimbed out of the Earth tothe river's surface. As weclimb out, we will have to passthrough many layers of sedi-ments that were laid downduring the Mesozoic era. Let'shear about the Mesozoic erafrom the student who has card#1 before we make our climb."

4. After the student who hascard #1 has made her presenta-tion, the group will walk about276 feet up the trail to anotherarea (previously marked by theranger). This marked area rep-resents the bottom of the cliffsof the Neuse. The studentswith cards #2 and #3 willstretch the 90-foot rope alongthe trail from the marked point.The rope will represent thecliffs' height. In their journeyup from the bedrock, the stu-dents now imagine that theyare standing next to the oldestlayers that can be seen at thebottom of the cliff (and thestart of weir rope).

5. The students will give theirpresentations, one at a time,and direct the group to moveup the rope as explained ontheir cards. Each student willassist the teacher or ranger byadding something to the CliffsModel at the end of his presen-tation. The imaginary climbup the cliffs will end with thestudent who has card #15 and


with a review of the completedCliffs Model by the teacheror ranger. Then, the teacher orranger should take the groupto an overlook where the stu-dents can view th':, actual cliffs.The students could make ob-servations of the cliffs' lay-ersthe number of layes,the colors and types of sedi-ments in the layers, and theapproximate age of thelayers (according tothe informationprovided dur-

ing the previous student pre-sentations). The studentscould also compare theactual cliffs to the CliffsModel. What is realisticabout the model? Whatis not?

6. When both groups have hada chance to observe the actualcliffs, the teacher could bringthe groups together to sharewhat they have learned. Aranger will be available to an-swtr questions and the groupmight also view the cliffs ex-hihit in the museum at thepark.

Cliffs of the Neuse State Park, NC 4.1.4 September 1994

Student's Information

Imagine Cliffs of the NeuseState Park, but 100 millionyears agothe Creta-

ceous period.Sounds of fear echo over

the salt marsh as two small,ostrich-like dinosaurs franti-cally dart among the low-growing cycads and neopalms,fleeing'from the powerful jawsof a relative of Tyrannosau-rus rex. Nearby, closer tothe brackish estuary, a huge,silent reptile stands 20 feethigh. The duckbilled dinosaurpeers among cypress trees andlow ferns, poised and ready toretreat into the watery safety ofthe swamp where it can feedundisturbed on aquatic plants.

Toward the water's edge,salt marshes border a vastshallow sea. The estuary andmarsh are slowly disappearingas the sea rises and creepsinland. Water-logged plantsdisintegrate into the sand; ani-mals die and their remains arecovered by the rising sea.Sand and sediments movedby the tides slowly settle outand cover their remains. Bythe end of this period many ofthis land's inhabitants will van-ish in a mass extinction, evenas the land itself disappears.

Mass extinction refers totimes when huge numbers ofdifferent species of animalsdied out or disappeared. Thereasons for these mass extinc-tions are not well understood.It is thought that climatechanges and other environ-


Lag

k

mental changes may have beenpartly responsible.

These mass extinctions didnot happen overnighttheytook place over long periodsof time. Fossil records indi-cate that there were at least sixmass extinctions and thesehelp mark the endings of sixtime periods.

Some evidence of what

4.1.5 0'-- 4

happened here is preservedin the fossil record of thesands and clays exposed in thenearby cliffs of the Neuse. Thetime period described above iswhen most of the sediment inthe cliffs' layers was deposited.

Over the next 60 millionyears many significant eventstook place, including the ap-pearance of man and the Ice

September 1994

Age. The Ice Age occurredduring the Pleistocene epochand featured at least fourperiods of glacial movement.Glacial movements were a re-sult of climate change. Whenthe temperature took a signifi-cant drop, the glaciers grewand advanced from the northand south poles. When thetemperatures rose the glaciersretreated or melted back. Themelting of the glaciers causedsea levels to rise, and the freez-ing or advancement caused sealevels to fall. After the last gla-cier retreated, the sea level roseand erosion began to shape theland as we know it today. Oneimportant thing to remember isthat time does not stop and that

20 feet

70 feet

duckbilleddinosaur

the same geologic processesthat formed the Earth are stillhappening today. Evidence ofthese processes can be foundtoday by looking at the muddywaters of the Neuse River, car-

rying eroded sediments tothe river's delta by the sea.

According to the geologictime clock, about 4,500 mil-lion years have passed sincethe Earth was formed. Dur-ing this time, land wasformed, !ife began, moun-tains were shaped, seas roseand fell, the continents sepa-rated and moved, plants andanimals evolved and diedoff, and climates changed.Quite simply, a lot has hap-pened during the last 4,500

million years!

So before too much moretime passes, let's spend sometime exploring what happenedduring a relatively small periodof geologic time at Cliffs ofthe Neuse.

Recent Time (Holocene Epoch)

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A Cenozoic Era begins (66 mya)*Mesozoic Era Ends

Black Creek Formation(Late Cretaceous Period,66 -90 mya; 13 layers visible)

-201:1 feet

1

Neuse

Note: The Black Creek formationactually extends nearly 200 feetbelow the river's surface!

Diagram of The Cliffs of The NeuseCliffs of the Neuse State Park, NC 4.1.6 September 1994

Layers of Time Information (yard

Mesozoic Era

Student Instructions:You will be talking about life in the Mesozoic era. To do this you will need the following

items: fake snake, toy dinosaur, and the cut-out of a mountain range with "30,000 feet" on it.Ask the ranger or your teacher for these items. Once you have these items the ranger will tellyou when to start reading. Instructions on when to use these items will appear in italics in thestudent's script. Pronunciations will be in parentheses.

Student Script:Living during the Mesozoic (mez-a-zo'-ik) era was great, especially if you

were a reptile. The Mesozoic era is also known as the "Age of Reptiles"because reptiles dominated the land, sea and sky. Hold up fake snake. Thisera began 240 million years ago and lasted about 175 million years. The Me-sozoic contains three periodsTriassic, Jurassic, and Cretaceous (kri-tay'-shus). Dinosaurs appeared during the Triassic period and became dominantduring the Cretaceous period when they roamed over the land and ate eachother! Well, actually, most were plant eaters. Hold up toy dindsaur. Duringthe Triassic period North America and Africa were connected as part of ahuge supercontinent called Pangea (pan-jeet-a). The Appalachian mountainswere located on the boundary between North America and Africa and mayhave been 30,000 feet high! Hold up mountain cutout. Near the end of theTriassic period, forces inside the Earth caused great fractures in the Earth'scrust and North America and Africa were torn apart. OUCH! Water filled the

area between the continents and created the Atlantic Ocean. During the Cre-taceous period the ocean reached inland as far as Smithfield.

Student Instructions: (con't.)

Assist the teacher or ranger in adding a layer that represents the 276 feetof sediments that lie on top of the bedrock in the Cliffs Model. Then,lead your group 276 feet up the trail to the next marked point. Whenyou arrive say:

We have now emerged above the surface of the Neuse River and are stand-ing at the bottom of the cliffs of the Neuse.

Cliffs of the Neuse State Park. NC

3 /44.1.7 September 1994

Layers of Time Informatim Card

Cretaceous Period Begins

Student Instruction:You will work with the student who has card #3 to stretch the 90-foot rope along the trail.

You will be talking about the beginning of the Cretaceous period. To do this you will need thefollowing items: snorkel and mask, picture of T-Rex, picture of tree fern. Ask your teacher orranger for these items. Once you have them, the teacher or ranger will tell you when to start.Instructions on when to use these items will appear in italics in the student script. Pronuncia-tions will be in parentheses.

Student Script:The Cretaceous (kri-tay'-shus) period was one of the longest periods,

lasting around 75 million years. The area we are in now was sometimesunder the ocean as sea level rose and fell. Put on snorkel and mask, leavesnorkel out of your mouth so you can talk Flying reptiles called pterosaurs(ter' -o -sars) roamed the skies and a relative of Tyrannosaurus rex, a reallyfoul-mannered dinosaur, stalked the gently rolling hills of the North Carolinacoastal plain. If you didn't want to be lunch you kept out of its way. Hold upT-Rex. The climate was warm and humid, allowing tropical plants to flour-ish. One of the most common was a tree fern called Tempskya (temp-sky'-a).Hold up picture of tree fern. The latter part of the Cretaceous period isimportant to us because that is when most of the layers of sediments were laiddown that would later be eroded away by the Neuse River to form the cliffswe see today. The 70-feet of layers we can see, plus another 200 feet ofsediments below the river, belong to what geologists call The Black CreekFormation.

Ask your group What is the name for the layers that make up 70 feet ofthe cliffs' height. (Answer: The Black Creek Formation) The next speakerwill tell you more about this.


Layers of Tine Information Card

Black Creek Formation

Student Instruction:You will assist the student with card #2 to stretch the 90-foot rope along the trail, during

your presentation. You will be talking about the Black Creek Formation. To do this you willneed the following items: snorkel and mask, shark's tooth, liter bottle of water with sediments(shake this up before you start talking and set it down), picture of a marsh or delta. Ask theteacher or ranger for these items. Once you have these items the ranger will tell you when tostart reading. Instructions on when to use these items will appear in italics in the student script.Pronunciations will be in parentheses.

Student Script:The Black Creek Formation, exposed at Cliffs of the Neuse, was formed

during the late Cretaceous (Kri -tay -shus) period, 66-90 mya. This formationconsists of many layers of fine-grained sands, and alternating with thin layersof clay ranging from light gray to black. These layers were probably theresult of this area being part of a large marsh or delta with shallow estuariesand tidal flats. Hold up picture of a marsh. Rivers and streams carried sedi-ment from inland and deposited it in these shallow estuaries. The sea level

rose (put on snorkel and mask) and fell several times during this period,rearranging the sand, mud, and clay sediments. Near the end of the Creta-ceous (kri -tay' -shus) period the sea level fell. Take off snorkel and mask.The layers of sediments left behind would be buried over the following years,only to be exposed by erosion millions of years later by the Neuse River.It took about 30 million years to form 13 of these layers. Hold up bottle ofwater/sediment to see if any layers are visible. The sediments in this bottlehave settled out into layers. This is a much faster and simplified process ofwhat occurred at Cliffs of the Neuse. Dinosaurs continued to diversify anddevelop and trees like sassafras, magnolia and maple appeared. Sharks werevery abundant (hold up shark's tooth) as were shellfish, corals and spongesthat thrived in the shallow seas.

Ask your group How long did it take to form the 13 layers of the Black

Creek Formation that are visible today at Cliffs of the NeuseState Park? (Answer: about 30 million years)

Cliffs of the Neuse State Park, NC 4.1.9 6 September 1994

1,1ters of Time Infornilition Card

DryptosaurusStudent Instruction:

You will need the replica of a Dryptosaurus. Ask the teacher or ranger for this item. Onceyou have this item your teacher or ranger will tell you when to start. Instructions on when touse this item will appear in italics in the student script. Pronunciations will he in parentheses.

Student Script:Fossil records indicate that Dryptosaurus (drype'-to-sar-us) was one of at

least four dinosaurs that roamed the area during the Cretaceous (kri-tay-shus)period. This dinosaur was a medium-sized carnivore with a body about 33feet long. Dryptosaurus sported a short, muscular neck and big powerfulhind legs. This predator used its long tail to balance on its hind legs andwould leap upon its prey slashing it to bits with sharp claws and then tearingoff huge bloody chunks of flesh with its sharp teeth, YUM! YUM! Show theclass the replica of Dryptosaurus and point out the huge back legs and longtail.

Student Instruction: (con't)

Add a replica of this animal to the Cliffs Model.


Layers of Time Information Card

Duckbilled Dinosaur

Student Instruction:You will need the replica of the duckbilled dinosaur. Ask the teacher or ranger for this item.

Once you have this item the teacher or ranger will tell you when to start. Instructions on whento use this item will appear in italics in the student's script. Pronunciations will be in parenthe-ses.

Student Script:This appropriately -named reptile, the duckbilled dinosaur, may have weighed4,000 pounds and stood approximately 10 feet tall. This dinosaur probablylived in or very close to the swamps and estuaries that covered the cliffs area,and ate aquatic plants. It's likely that they walked on their hind legs and usedtheir tails for balance: Show the class the;repI lea And point out the duck-likebill. This type of bill was suited for mune g plants, not other animals.



Cliffs of the Neuse State Park, NC 4.1.11 3 September 1994

havers of Fim Information Card

Hollow-boned Coelurosaur

Student Instruction:You will need the replica of the coelurosaur. Ask the teacher or ranger for this item. Once

you have this item the teacher or ranger will tell you when to start. Instructions on when to usethis item will appear in italics in the student script. Pronunciations will be in parentheses.

Student Script:Ostrich-like best describes how this dinosaur appeared. It was less than

16 feet long and stood about 7 feet high. T' (e mouth had a small, flattened,hard beak that was used to eat fruits, plants, insects and maybe small animals.Show the class the replica of the hollow-boned coelurosaur (see-lur'-o-sar).



Cliffs of the Neuse State Park, NC 4.1.12 3.1 September 1994

Layers o # Tinie Information Card,

Mosasaur

Student Instructions:You will need the replica of the mosasaur. Ask the teacher or ranger for this item. Once

you have this item the teacher or ranger will tell you when to start. Instructions for when touse this item will appear in italics in the student script. Pronunciations will be in parentheses.

Student Script:Mosasaurs (mo'-sa-sars) were marine lizards. They grew to lengths of 29.5feet. Their sharp teeth and strong tails equipped them for eating fish and avariety of other vertebrates. They lived in lagoons and appeared to be oneof the most ferocious marine lizards, sort of a prehistoric JAWS. Show thereplica of the mosasaur.




Gigantic Crocodile and Ghost Sharks

Student Instruction:You will be talking about two animals that lived during the time when the Black Creek

Formation was formed. To do so you will need the following items: toy shark and toycrocodile. Ask the teacher or ranger for these items. Once you have these items the teacheror ranger will tell you when to start. Instructions on when to use these items will appear initalics in the student script. Pronunciations will be in parentheses.

Student Script:Fossil records show that a very large crocodile was slithering and swim-

ming around the cliffs of the Neuse during the late Cretaceous (kri-tayt-shus).It is named Deinosuchus (dye-nos'- a -kus) and grew to 39 feet in length andate anything it wanted to! Show toy crocodile. Sharks were abundant, withmany different species present at this time. Among the most common werethe ghost sharks, which grew to a length of 13 feet. Show toy shark.


Add replicas of each of these animals to the Cliffs Model. Move yourgroup 70 feet to the next red mark on the rope.


Layers of Time Information Card

Cretaceous Period Ends

Student Instruction:You will be talking about the end of the Cretaceous period. To do this you will need the

following items: snorkel and mask, picture of a dinosaur with EXTINCT written across it, anda cutout of the number "50%." Ask the teacher or ranger for these items. Once you have themthe teacher or ranger will tell you when to start. Instructions on when to use these items willappear in italics in the student script. Pronunciations will be in parentheses.

Student Script:Towards the end of the Cretaceous (kri -tay' -shus) period the sea level

rose once more to cover the Black Creek Formation with another layer ofmarine sediments. Put on snorkel & mask Then, the sea withdrew fromeastern North Carolina and streams and rivers went to work eroding away thenewly exposed surface. In North Carolina and throughout the world, the endof the Cretaceous was marked by a significant mass extinction where over50% (hold up the number "50%" ).of all species became extinct. All the di-nosaurs became extinct. Hold up a picture of di nosaur with EXTINCTstamped across it.


Assist the teacher or ranger in placing the 13 layers of sedimentformed during the Cretaceous period into the Cliffs Model. You will alsohelp the teacher put a fossil in between each layer. Then say:

This represents the. Black Creek Formation visible today at the Cliffs ofthe Neuse. These layers account for about 70 feet of the cliffs' total height.Remember that 200 more feet of the Black Creek Formation exists belowthe Neuse River. It took about 30 million years for all these layers to bedeposited.


Ask the teacher or ranger to explain mass extinction before you go onto the next student presenter.

111121117111MIIIIIIMILLIM

Cliffs of the Neuse State Park, NC 4.1.15 4 2 September 1994

Laers orlime Information Card

Cenozoic Era

Student Instruction:You will be talking about the Cenozoic era. To do this you will need the following items:

a cutout of the number "66 million," snorkel and mask. Ask the teachef or ranger for theseitems. Once you have these items the teacher or ranger will tell you when to start. Instructionson when to use these items will appear in italics in the student script. Pronunciations will bein parentheses.

Student Script:Known as the "Era of Recent Life," the Cenozoic (see- na- zo' -ik) era covers

the time from 66 million years ago (hold up "66 million") to the present.This era contains two periodsthe Tertiary (ter' -she-ary) and the Quaternary(kwa-ter' -nary). This era contains the most complete geological ofall the eras. The sea rose and fell several times. Futon, and then take off,snorkel and mask. As the sea level rose and fell, so did the shoreline in NorthCarolina. Evidence of these events scan be seen by the presence of scarps orterraces that formed from sediments left behind by the sea. The world famousYorktown Formation was deposited. This formation is well lmown for theabundance and variety of fossils preserved in its layers. Move up to the nextred mark on the rope.


Lead your group to the next red mark on the rope.

Cliffs of the Neuse State Park, NC 4.1 . 16 4is September 1994

I ,ay ers of-Time Information.Card

Tertiary Period

Student Instruction:You will be talking about the Tertiary period. To do this you will need the following items:snorkel and mask, Hawaiian shirt, cardboard horse shoe. Ask your teacher or ranger for theseitems. Once you have them the teacher or ranger will tell you when to start. Instructions onwhen to use these items will appear in italics in the student's script. Pronunciations will bein parentheses.

Student Script:Most of the remaining 20 feet of the exposed cliffs' layers were deposited-andreworked during the Tertiary (ter'-she-ary) period. Evidence suggests that thewater rose higher than it had m the past, pushing the edge of the ocean inlandto cover all of the coastal plain. Put on, snorkel and mask The climate wassub-tropical. Put on Hawaiian shirt. Fish thrived in the shallow seas, as didshellfish and other marine life. On land, new species of mammals continuedto rapidly increase. The first appearance of condylarthys dill -a?- this'),

the forerunners of hoofed mammals, appeared. Show cardboard horseshoe.Squirrel-like primates and marsupials show up in the fossil records. For thisreason, the entire period is sometimes referred to as the Age of Mammals.

Cliffs of the Neuse State Park, NC 4.1 . 174

September 1994

Lay'e'rs 4'11111e Information Card

Tertiary Animals

Student Instruction:You will be talking about animals from the Tertiary period. To do this you will need the

following items: oyster shell, and 100-foot measuring tape. Ask your teacher or ranger forthese items. Once you have them, the teacher or ranger will tell you when to start. Instructionson when to use these items appear in italics in the student script. Pronunciations will be inparentheses.

Student Script:Gigantic oysters grew up to a foot long (hold up an oyster shell) in these

shallow seas. The largest shark to ever swim in North Carolina's waters,the 70-foot-long Carcharodon (Ur-ice-a-don) swam the seas and a giantfalse-toothed pelican, a bird with a wingspan of 20 feet and weighing 88pounds, patrolled the air during the tertiary (ter' - she -ary) period.


Ask another student to hold one end of the measuring tape and pullout 70 feet to show how big the Carchardon shark was Then pull thetape in to 20 feet to show the wingspan of :le false-toothed pelican.Put a fossil representative ofthese animals in the Cliffs Model.

(Jo


1 l ers orrime Information Card

Eocene Epoch

Student Instruction:You will be talking about the Eocene epoch. To do this you will need the following items;

toy horse, and sketch of a cow in the sea. Ask your teacher or ranger for these items. Onceyou have them the teacher or ranger will tell you when to start. Instructions on when to usethese items will appear in italics in the student's script. Pronunciations will be in parentheses.

Student Script:The Eocene (ee'-o-seen) epoch occurred about 54 million years ago and

is known as the "Dawn of Recent Life." The sea-cow, a seaweed-feedingmammal, appeared. Show the sketch of the sea-cow. The sea-cow reallydidn't look like this It probably rooked more like today's manatee. Anothernew marrunal arrived on Ole scene;tiie first horse, Eohip:114( 0-hip'-us),

a four-toed animal. Show toy-haiFe; The sea moved inland again and cov-ered the land with heavy breakiit*aves (surf's up dude} that washed awayevidence of this time period faitherinland. A two to three-foot layer in theupper part of the cliff was formed during this period.

Student Instruction: (con't)Add fossil representatives of the two Eocene animals and a layer of

sediment to the Cliffs Model. Then, move your group to the next redmark on the rope.

Cliffs of the Ncuse State Park, NC 4.1.19 September 1994

Layers of Tina Information Card

Quaternary Period

Student Instruction:You will be talking about events that took place in the Quaternary period. To do this you

will need the following items: snorkel and mask, winter parka, gloves, winter hat, and a posterof North Carolina showing sea level at Wilson Mills. Ask your teacher or ranger for theseitems. Once you have them the teacher or ranger will tell you when to start. Instructions onwhen to use these items will appear in italics in the student script. Pronunciations will be inparentheses.

Student Script:

Repeated changes in climate from cold to hot, in turn, caused the polarice caps to melt or freeze, which, in turn, caused the sea level to rise and fallseveral times. during the Quaternary (kwa-ter'-nary) period. This sea levelrise is beginning to sound like a broken record isn't it ThiS sea level rise isbeginning to sound like a broken record isn't it? Put On and take off maskand snorkel. During extended cold periods the polar ice capS would spreadout from Earth's poles. These glaciers never reached North Carolina, butthey did cause our climate to be cool, (.ven downright cold.. Put on winterparka, hat and gloves. At one point the climate warmed, melting the polarice and sending the sea as far inland as Wilson's Mills in Johnston County.This means once again that the cliffs were underwater. Show the poster ofNorth Carolina; point out the sea level at Wilson's Mills. Sedimentsfrom this period make up the upper few feet of the cliffs.


Add the final "layer" to the Cliffs Model.

K I


La :% ers of Tim ifbrmation Card

Pleistocene and Holocene Epochs

Student Instruction:You will be talking about the Pleistocene and Holocene epochs. To do this you will need

the following items: a toy figure of a man, a toy figure of a woman, cardboard cut-out ofa wooly mammoth, a replica of a camel, and an aerial photo of our outer banks. Ask yourteacher or ranger for these items. Once you have them your teacher or ranger will tell youwhen to start. Instructions on when to use these items will appear in italics in the studentscript. Pronunciations will be in parentheses.

Student Script:The Quaternary (kwa-ter'-nary) period has two epochsthe Pleistocene

(ply-sta-seen) and Holocene(hd-lo-seen). Everyone,herg should be extremelyinterested in these two e two reasons--th reason-, being that

the first man,-and appeared durin e Pleistocene (ply'-sta-seen). Show-toyfigures of oak woman. second reason being thatthe Holocene (ho'-lo-seen) e e present.3*period we are in, evenas we speak. The good thin e Holocene epoch* that it has notended yet! North Carolina appegts tO have been a transition zone during theglacial periods, a place wherecold weather animals Iikebwooly mammothmingled with camels and othtr animals that preferred Warfner weather. Showwooly mammoth and camels The last major event to lace was the for-mation of our coastal banierislands or outer banks wha ch took place around

18,000 years ago. Show aerial photo of outer bank.


Move your group to the end of the rope.Ask your teacher to read the following quote: " We are the ephemeral

portion of our partnership with the Earth. If we ignore the lessons our geologicalheritage teaches, we are the ones who will suffer. The rocks and hills of theCarolinas have a message for us. They are saying, 'We were millions of yearsin the making and we will be here long after the last human is gone. Take care

how you treat us, lest you shorten your stay on this planet and become extinct

before your time.'The teacher may want to define "ephemeral" to the students. The teacher or

ranger will briefly review the Cliffs Model, then lead the group to the overlookto view the real cliffs.


Post-Visit-Activity #1 1 Aire at the Cliffs, Then and Now


Communication Skills: lis-tening, reading, vocabularyand viewing comprehensionLibrary/Media Skills: workindependently and creativelyin preparing assignmentsSocial Studies: gather,organize and analyze infor-mation, draw conclusionsScience: conservation, pres-ervation and wise use ofnatural resources

Grade 7Communication Skills: lis-tening, reading, vocabularyand viewing comprehensionLibrary/Media Skills: workindependently and creativelyin preparing assignmentsSocial Studies: gather,organize and analyze infor-mation, draw conclusionsScience: conservation, pres-ervation and wise use ofnatural resources

Grade 8Communication Skills: lis-tening, reading, vocabularyand viewing comprehensionLibrary/Media Skills: workindependently and creativelyin preparing assignmentsSocial Studies: gather,organize and analyze infor-mation, draw conclusionsScience: conservation, pres-ervation aid wise use ofnatural .asources

Location: Classroom

Group Size:30 students - may want towork in pairs.

Estimated Time: 30 minutes

r

ii;.4

.t .4,0


Materials:Provided by the educator:Per student: one copy each of

"Life at the Cliffs, Then andNow" word search and "Intro-duction to Cliffs of the NeuseState Park" (pages 1.2 and 1.3only).

Major Concepts:Geologic termsPlants and animalsConservation and steward-ship

1,


rr his activity will reinforce1 some of the terms and con-

cepts that the students learnedin previous activities. It willalso introduce the students tothe history of the park and tothe unique plants and animalsliving there today. Studentsmay wish to refer to Student'sInformation sheets from previ-ous activities to complete thispost-visit activity.

Objectives:Become familiar with geo-logic terms and plant andanimal names that are perti-nent to Cliffs of the NeuseState Park.Explain why Cliffs of theNeuse was set aside as a "elstate park.List two unique geologicalfeatures, two unique plants,and two unique animals thatexist within the park.

9Cliffs of the Neuse State Park. NC 5.1.1 September 1994

Instructions:1. Hand out copies of the,"Life at the Cliffs, Then andNow" word search. Havestudents try to locate all 25words. Words may appearacross, up and down, and di-agonally.

2. Hand out copies of "Intro-duction to Cliffs of the NeuseState Park." Students shouldread pages 1.2 and 1.3 of theIntroduction and underlinewords on this sheet that theyalso found in the word search.The teacher may ask the stu-dents to reflect on their tripto Cliffs of the Neuse StatePark and describe their ex-periences with thesewords. Example:spanish mossdidthe students see

any at the park? why is it un-usual to see this plant at thepark? what is unique about thisplant?etc. Theteachermay ask thestudents to shareoperational definitions ofother words from the wordsearch, especially those dealingwith geology and geologictime.

3. Finally ask students to givereasons why Cliffs of the Ne-use was originally set aside as

a state park. Why shouldthis area be preserved inthe future? (Studentscould list unique plantsand animals that live atthe park, or they could

duckbilled dinosaur/


50

focus on the unusual geologicfeatures of the park and sur-rounding. area.) The teachercould ask the students, usingas many of the words from theword search as possible, towrite an essay explaining whythe park should be preserved.Or, the teacher may ask thestudents to write stories de-scribing their actual trip to thepark. or an imaginary trip tothe park during a specific geo-logic period in the past.


Life at the Cliffs, Then and Now' Word Search

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EXTINCTIONPLEISTOCENEPLIOCENEFOX SQUIRRELSCLIFFSTUSCARORACRETACEOUSAZALEA

LONGNOSE GARSTATE PARK

EROSIONMUSSELSSHARKSEDIMENTSEA LEVELGEOLOGIC TIMESPRINGS

WHIP-POOR-WILLGALAXSPANISH MOSS

GEOLOGYHABITAT

FOSSILCOASTAL PLAIN

PINK LADYSLIPPER


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EROSIONMUSSELSSHARKSEDIMENTSEA LEVELGEOLOGIC TIMESPRINGS

WHIP-POOR-WILLGALAXSPANISH MOSS

GEOLOGYHABITAT

FOSSILCOASTAL PLAINPINK LADYSLIPPER


OCABULARYAustralopithecines (aw-stray-lo-pith'-a-seens)- Any of several extinct manlike primates fromthe genus Australopithecus, Paranthropus, orZinjanthropus. Known from fossil remainsduring the Pleistocene found mainly fromsouthern Africa. Australopithecines is fromthe Latin Australopithecus or "southern ape."

Black Creek Formation - Name for the layersof sediments that are exposed at Cliffs of theNeuse. This formation is thought to be partof a large delta that once grew southeastwardoff the coast of North Carolina and SouthCarolina.

Cambrian - The first period of the Paleozoicera, beginning 570 million years ago.

Cenozoic (see-na-zo'-ik) - The youngest era,containing two (sometimes three) periods andseven epochs. The Cenozoic era covers thetime from 66.4 mya to the present.

Coastal plain - The generally flat land areabetween the ocean and the Piedmont, blan-keted by Mesozoic and Cenozoic sediments.

Cretaceous (kri-tay'-shus) - The third andyoungest of the three Mesozoic periods. Dino-saurs became extinct at the end of this period.

Delta - A usually fan-shaped accumulation ofsedimentary deposits at the mouth of a river.

Dinosaur - Any member of the extinct reptileorders Saurischia and Ornithischia. From theGreek which means "terrible lizard."

Eocene (ee'-o-seen) - An epoch of the Tertiaryperiod, lasting from approximately 54.6 mya to36.6 mya.

Epoch (ee'-pok) - A geological unit of time; adivision of a geologic period.

Eras - The longest geological division of time.There are five eras.

Cliffs of the Neuse State Park, NC 6.1

Erosion - The group of natural processesincluding weathering, dissolution, abrasion,corrosion and transportation by which earth,rock or sediments are removed from any partof the Earth's surface.

Estuarine (es'-tyu-ar-een) Pertaining to anestuary, where fresh water comes into contactwith seawater.

Fault - A break in the continuity of the Earth'scrust, caused by shifting plates or layers belowthe Earth's surface.

Formation - Referring to a layered geologicalunit consisting of a distinct, usually tabularbody of rock or sediment that is mappableat the Earth's surface or traceable in the sub-surface.

Fossil - Any preserved remain, impressionor trace of a plant or animal from a formergeologic age.

Fossilization - Any of several processes bywhich plant and animal remains or traces ofanimal activity are buried and preserved, eitherwhole or in part.

Geology - The science of the Earth, how it wasformed, what it is made of, its history and thechanges that take place on it and in it.

Geologic time Units of time, divided intoeras, periods, and epochs to describe a specifictime in the Earth's past.

Geologist - A person who studies geology.

Glacier - A huge mass of laterally limited,moving ice originating from compacted snow.

Glacial - Pertaining to or derived from aglacier.

Holocene (ho'-lo-seen) The youngest andpresent epoch, located in the Quaternaryperiod, beginning approximately 10,000 yearsago.

September 1994

Homo sapiens (ho-mo say'-pee-ens) Thetaxonomic designation for modern man.

Ice Age - The time during the Pleir,ceneepoch, when there were several major glacialadvances.

Key An ordered list of significant characteris-tics of a group of organisms or things; usedto identify unknown species or things.

Jurassic - The second period of the Mesozoicera, characterized by the existence of dinosaursand the appearance of primitive birds andmammals.

Mesozoic (mez- a- zo' -ik) An era that desig-nates a time period from about 230 mya toabout 65 mya.

Miocene (my'-o-seen) - An epoch in theTertiary period, lasting from approximately23.7 to 5.3 mya.

mya Millions of Years Ago.

Neogene (nee'-o-jeen) - A division within theTertiary period that contains the Miocene andPliocene epochs.

Oligocene (d-lig-o-seen) - An epoch of theTertiary period, lasting from approximately36.6 to 23.7 million years ago.

Paleocene (pay'-lee-o-seen) The oldest epochin the Tertiary period, lasting from approxi-mately 66.4 to 57.4 mya.

Paleogene (pay'-lee-o-jeen) - A divisionwithin the Tertiary period, which includes thePaleocene, Eocene, and Oligoceni.. epochs.

Period A geologic time period. Periods arecontained in eras and, in turn, periods containepochs.

Piedmont In North Carolina, the land be-tween the foothills in the mountains and thecoastal plain.

Pleistocene (ply' -sta-seen) - An epoch in theQuaternary period.


Pliocene (ply'-o-seen) - The youngest epoch inthe Tertiary period.

Prehistoric - Pertaining to the time before theadvent of written records, generally consideredt- be older than 5,000 years B.C.E.

,zdaternary (kwa-ter'-nary) - The currentperiod of the Cenozoic era.

Sandstone A sedimentary rock composedchiefly of sand-sized quartz grains.

Scarp A geologic term referring to a landformation that was caused by rising and fallingprehistoric oceans that laid down or erodedaway the land leaving a distinct slope or changein elevation.

Sediment Solid particles such as sand, gravel,clay, and soil that settle to the bottom of a body .

of water.

Sedimentary rock A rock made by the com-paction or cementing of sediments in layers.Minerals, brought in by seeping water, eventu-ally cement the layers together.

Sedimentation The process of accumulationof sediment.

Tertiary - A period within the Cenozoic era.This period is sometimes divided into thePaleogene and the Neogene periods.

Triassic (try-ass'-ik) The earliest period inthe Mesozoic era.

54

6.2 September 1994

Beyer, Fred. 1991. North Carolina - TheYears Before Man. A Geologic History.Durham, NC: Carolina Academic Press.

Carpenter, P. Albert, III. (editor). 1989. AGeological Guide to North Carolina StateParks. Bulletin 91. Raleigh, NC. Formore information, contact NC GeologicalSurvey Section, Division of Land Re-sources, PO Box 27687, Raleigh NC27611.


Cliffs of the Neuse State Park. Park geol-ogy files. For more information, contactCliffs of the Neuse State Park, 345-B ParkEntrance Road, Seven Springs, NC 28578.

Glut, Donald F. 1982. New DinosaurDictionary. Secaucus, NJ: Citadel Press.

7.1 September 1994

SCHEDULING WORKSHEET

For office use only:Date request received Request received by

1) Name of group (school)

2) Contact personname phone (work) (home)

address3) Day/date/time of requested program

4) Program desired and program length

5) Meeting place

6) Time of arrival at park Time of departure from park

7)Number of students Age range (grade)(Note: A maximum of 30 participants is recommended.)

8) Number of chaperones(Note: One adult for every 10 students is recommended.)

9) Areas of special emphasis

10) Special considerations of group (e.g. allergies, health concerns, physical limitations)

11) Have you or your group participated in park programs before? If yes, please indicate previousprograms attended:

12) Are parental permission forms required? If yes, please use the Parental Permission

form on page 8.2.

, have read the entire Environmental EducationLearning Experience and understand and agree to all the conditions within it,

Return to: Cliffs of the Neuse State ParkRoute 2, Box 50Seven Springs, NC 28578


Fax: (919) 778-9589

8.1 September 1994

PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon be involved in an exciting learning adventure - an environmental educationexperience at Cliffs of the Neuse State Park. Studies have shown that "hands-on" learningimproves children's attitudes and performance in a broad range of school subjects.

In order to make your child's visit to "nature's classroom" as safe as possible we ask that youprovide the following information and sign at the bottom. Please note that insects, poison ivy andother potential risks are a natural part of any outdoor setting. We advise that children bringappropriate clothing (long pants, rain gear, sturdy shoes) for their planned activities.

Child's name

Does your child:

Have an allergy to bee stings or insect bites?If so, please have them bring their medication and stress that they, or the group leader, beable to administer it.

Have other allergies?

Have any other health problems we should be aware of?

In case of an emergency, I give permission for my child to be treated by the attendingphysician. I understand that I would be notified as soon as possible.

Parent's signature date

Parent's name Home phone(please print) Work phone

Family Physician's name phone

Alternate Emergency Contact

Name phone


NORTH CAROLINA PARKS & RECREATIONPROGRAM EVALUATION

Please take a few moments to evaluate the program(s) you received. This will help us improve

our service to you ;n the future.

1. Program title(s) Date

Program leader(s)

2. What part of the program(s) did you find the most interesting and useful?

3. What part(s) did you find the least interesting and useful?

4. What can we do to improve the program(s)?

5. General comments

LEADERS OF SCHOOL GROUPS AND OTHER ORGANIZED YOUTH GROUPS

PLEASE ANSWER THESE ADDITIONAL QUESTIONS:

6. Group (school) name

7. Did the program(s) meet the stated objectives or curriculum needs?

If not, why?

Please return the completed form to park staff. Thank you.


Cliffs of the Neuse State ParkRoute 2, Box 50

Seven Springs, NC 28578Fax: (919) 778-9589

f-t) 08.3 September 1994

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