For Middle School Educators

Overview

A field trip to Longhorn Cavern State Park gives middle school students a practical look at the natural and human forces that shaped this area of the Texas Hill Country. Students will understand the chemical and geologic processes that created the park. Texas history comes alive through stories of Comanche, Texas Rangers, Civil War soldiers, and more. Students will enjoy easy to moderate outdoor exercise while encouraging a lifelong appreciation for Texas State Parks.

Learning Objectives

Longhorn Cavern State Park is full of learning opportunities for middle school students. Some of the objectives educators may wish to introduce/reinforce in their pre- and post-visit lessons are:

How erosion and plate tectonics created the Llano Uplift in central Texas.
How rainwater (H2O) and carbon-dioxide (CO2) combine into a liquid solution called carbonic acid (H2CO3).
How carbonic acid dissolves sedimentary rock like limestone, forming caves and sinkholes.
How flowing carbonic acid (in the form of an underground river) further eroded and carved Longhorn Cavern.
How dissolved limestone (calcium carbonate, CaCO3) creates cave formations.
How Longhorn Cavern was used by prehistoric peoples and other Native Americans, including the Comanche.
How three Texas Rangers rescued a young girl from the Comanche after the Council House Fight.
How Longhorn Cavern played an important role in the Civil War.
How the Civilian Conservation Corps (CCC) developed Longhorn Cavern State Park during the Great Depression.
How regular outdoor exercise benefits our bodies.
How Texas State Parks support lifelong physical recreation.

Suggested TEKS

As one of Texas' most unique geologic and historic places, a field trip to Longhorn Cavern State Park can help satisfy a number of Texas Essential Knowledge and Skills (TEKS) requirements. Suggested TEKS modules focus primarily on Science, Social Studies, and Physical Education. Other TEKS modules may also apply.

6th Grade

(5) Matter and energy. The student knows the differences between elements and compounds. The student is expected to:

(A) know that an element is a pure substance represented by a chemical symbol and that a compound is a pure substance represented by a chemical formula;
(B) recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere; and
(C) identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.

(1) History. The student understands that historical events influence contemporary events. The student is expected to:

(A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as colonization, immigration, and trade; and
(B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.

(2) History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to:

(A) identify and describe the historical influence of individuals or groups on various contemporary societies

7th Grade

(1) History. The student understands traditional historical points of reference in Texas history. The student is expected to:

(A) identify the major eras in Texas history, describe their defining characteristics, and explain the purpose of dividing the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights; and Contemporary Texas; and
(B) explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at Spindletop.

(2) History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas. The student is expected to:

(A) compare the cultures of American Indians in Texas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern;
(B) identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca, the search for gold, and the conflicting territorial claims between France and Spain;
(C) identify important individuals, events, and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches, and the contributions of individuals such as Fray Damián Massanet, Antonio Margil de Jesús, and Francisco Hidalgo.

(3) History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. The student is expected to:

(B) explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis; and
(C) explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales; the siege of the Alamo, William B. Travis's letter "To the People of Texas and All Americans in the World," and the heroism of the diverse defenders who gave their lives there; the Constitutional Convention of 1836; Fannin's surrender at Goliad; and the Battle of San Jacinto.

(4) History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood. The student is expected to:

(A) identify individuals, events, and issues during the administrations of Republic of Texas Presidents Houston, Lamar, and Jones such as the Texas Navy, the Texas Rangers, Jack Coffee Hays, Chief Bowles, William Goyens, Mary Maverick, José Antonio Navarro, the Córdova Rebellion, the Council House Fight, the Santa Fe Expedition, slavery, and the roles of racial and ethnic groups.

(5) History. The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. The student is expected to:

(7) History. The student understands how individuals, events, and issues shaped the history of Texas during the late 19th, 20th, and early 21st centuries. The student is expected to:

(E) analyze the political, economic, and social impact of World War I, the Great Depression, World War II, and significant issues in the latter half of the 20th and early 21st centuries such as political and economic controversies, immigration, and migration on the history of Texas.

(3) Physical activity and health. The student exhibits a health enhancing, physically-active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to:

(A) participate in games, sports, dance, and/or outdoor pursuits in and outside of school based on individual interests and/or capabilities;
(B) identify favorite lifelong physical activities;
(C) participate in moderate to vigorous health-related physical activities on a regular basis.

8th Grade

(5) Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to:

(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts; and
(E) investigate how evidence of chemical reactions indicates that new substances with different properties are formed and how that relates to the law of conservation of mass.

(9) Earth and space. The student knows that natural events can impact Earth systems. The student is expected to:

(A) describe the historical development of evidence that supports plate tectonic theory;
(B) relate plate tectonics to the formation of crustal features; and
(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.

(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:

(A) identify racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration;
(B) explain how urbanization contributed to conflicts resulting from differences in religion, social class, and political beliefs;
(C) identify ways conflicts between people from various racial, ethnic, and religious groups were addressed.