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Engage-Show a power point slide show of pictures of rocks (igneous, metamorphic, and
sedimentary rocks) and different minerals (quartz, corundum, talc, jewelry, pencils). Ask
students what did the items have in common? Ask what they think the items are made of. Then
have students use hands lenses to closely examine different rock and mineral samples. Have
them discuss with partners what they observed as far as differences and similarities of the
samples.
Explore: Have students work in partners to sort their samples into the 2 categories of rocks and
minerals. Have them discuss in small groups how they determined which samples were rocks
vs. minerals.
Explain: Read trade book Rocks and Minerals (Language Arts integration) page 18-20. Before,
during, and after read aloud students will help teacher fill out a t-chart that compares what a
rock is vs. a mineral. Explain/teach that: A rock is a solid earth material made up of 2 or more
minerals (mixture of minerals), while a mineral can be made up of just 1 thing and it is what
makes a rock. Minerals are naturally formed solids and are recognized by their crystal
structures.
Show the same rock/mineral slide show again and have students put R-for Rocks and M-for
Minerals on white boards as images pass. Teacher will walk around checking for student
understanding (Formative Assessment)
Pass out a chocolate chip cookie. Have students sort rocks from minerals in cookie and label in
science journals what part of the cookie is the rock and what part is the mineral. In their own
words, chart, or diagram have students write what the difference between a rock and a mineral
is
Explore: Today student's will explore all attributes of a mineral (except hardness) in 2
different stations:
Station 1: (Streak Test): Let students rub a variety of different minerals across tile
and blow the extra powder away. Ask students, what was the true color of the streak?
and Was the streak the same as the color of the mineral? Students will record
findings in streak test chart and discuss findings with a partner.
Station 2: (Texture, Luster, Size, Shape): Provide students with a variety of minerals
and students will use 4 of their senses to record the attributes of the various minerals
they are given. They will record the touch-texture, luster-shiny/not shiny, measure
minerals with rulers and scales (math integration), and describe the shapes of the
crystals of the minerals. Students will record findings of the attributes in 3rd Grade
Mineral Management recording sheet. Discuss with teams/partners what they learned
about the minerals and what questions they still have about minerals.
Explain: Read Everybody Needs A rock and have students make a list of all of the
different adjectives used to describe in the book (Language Arts integration). After
reading the book, have students write a list of the attributes that are used to describe
minerals in their science journals. Make sure to explain/ teach what texture and luster
means by showing different minerals and asking how would you describe texture
(soft, rough, smooth, bumpy) and luster (shiny, dull, bright, sparkling).
Have students create a list of adjectives in their science journals under each
attribute/property to use later when describing minerals.
Extend: Have students choose 1 mineral out of their collection to draw and record
the properties of the mineral including streak tests as well as luster, shape, and
texture of mineral (Save hardness for Lesson 5). Teacher will use observation
checklist to observe student's ability to describe minerals (Formative assessment)
Evaluate: Have students start to create their bubble map or a diagram of their
choosing using Kidspiration or Inspiration software in the computer lab. The diagram
they create will include a description of their mineral using all the attributes that
scientists use to describe minerals (streak, luster, shape, color, size, texture, and
hardness)
Engage: Show a piece of talc and corundum to each team or small group in class. Let students try to scratch
talc vs. corundum with a fingernail, nail, and another rock. Ask students to take notes on what happened
during scratch test. Have students draw a picture of before and after of each of the two minerals. Ask, what
did you notice? What did you observe?
Explore: Students in pairs will perform scratch tests on mineral samples to determine if their sample is hard
or soft. They will arrange their 10 mineral samples from softest to hardest after performing scratch tests using
pennies, fingernails, nails, other rocks, etc. and recording it on a chart.
Explain: Display Moh's hardness scale and the minerals that correlate to various points in the scale. Explain
to students that the scratch tests they performed show that the easier to scratch a mineral the softer it is and
the harder to scratch a mineral the harder it is. Teach and explain to students how to use the Moh's scale to
determine the hardness of a mineral. Ask questions such as what is the hardest and softest mineral on Moh's
scale? What mineral can or can't scratch __________?
Extend: Give students the minerals halite and quartz. Have them use fingernails, nail,penny,rocks to scratch
both minerals. Have them use one mineral to scratch the other. Ask students which one was harder? Which
was softer?Ask students how they knew which one was harder or softer and record the findings/observations
of the scratch tests in their science journals and recording charts.
Evaluate: After learning all of the physical attributes used to describe a mineral, students can finish creating
their bubble map or diagram of their choosing that depicts their chosen mineral and all of its attributes
including hardness. Put the mineral diagrams in a slide show presentation and have students present and
discuss their mineral and describe it using the attributes we have learned describe minerals. Use a rubric to
grade the students on their diagram and presentation (Technology integration/Summative Assessment).
Common Misconceptions: Minerals don't have specific names and any crystals that scratches glass is a
diamond.
Other Misconceptions to be
addressed in future lessons