NAME:________________________________
DATE:________________
Minerals Pre-assessment
1. A student brings her teacher an unknown substance and she wants to know what it is.
a. What defines a mineral?
b. What can the teacher do to identify the mineral? Be
specific.
2. Explain how different tests will help identify the mineral (choose 3).
NAME:________________________________
DATE:________________ PERIOD:____
Minerals Pre-assessment Answer Key
1. A student brings her teacher an unknown mineral and she wants to know what it is.
a. What defines a mineral?
CORRECT: Must be naturally occurring,
inorganic solid, crystal structure, and have a
definite/one chemical composition.
CORRECT: Forms in nature, is a solid, is
made up of one element, has a crystal
structure.
PARTIALLY CORRECT: Answers less than
four of the characteristics.
b. What can the teacher do to identify the mineral? Be specific.
CORRECT: Teacher can use tests and lists
them: hardness, streak, effervesces with HCl,
observe it color, shape, and luster.
CORRECT: Teacher can first observe its
physical properties and then use tests
mentioned above.
PARTIALLY CORRECT: Teacher can
observe its physical properties or answers
that the teacher can run tests.
2. Explain how different tests will help identify the mineral (choose 3).
CORRECT:
Hardness: Minerals have different hardness because of its crystal structure.
Streak: The color of the powder left behind when the mineral is scratched on the
streak plate.
Effervesces with HCl:
CORRECT: Teacher can first observe its physical properties and then use tests
mentioned above.
PARTIALLY CORRECT: Teacher can observe its physical properties or answers
that the teacher can run tests.
My lesson plan for the earth science class will be on minerals. I have created a two-tiered
assessment that aligns with the lesson’s standards and learning objectives:
Standards:
SC.8.P.8.4: Classify and compare substances on the basis of characteristic physical properties that
can be demonstrated or measured; for example, density, thermal or electrical conductivity,
solubility, magnetic properties, melting and boiling points, and know that these properties are
independent of the amount of the sample.
SC.912.L.17.19: Describe how different natural resources are produced and how their rates of use
and renewal limit availability.
Learning Goals:
Determine methods geologists use to identify mineral.
Identify the four characteristics of minerals (naturally occurring, inorganic solid, has a crystal
structure, and a definite (one) chemical composition).
Indicate ways humans depend on minerals as a resource.
The assessment will reveal the scientific process and methods the student has chosen to identify
the minerals given to him or her. Students should be able to define a mineral, stating that it is a
naturally occurring, inorganic solid, with a crystalline structure, and has a definite element. They
will describe the physical properties geologists use to identify a mineral, such as shape, luster,
color, hardness, streak, cleavage, texture, taste, odor, effervesces with HCl. In addition, students
will have to discuss what the tests or methods (mentioned in tier 1) will tell them about the
mineral. My goals for this lesson plan is not to identify the specific minerals they have but to
have the students think about how geologists were able to discover that the substances were a
mineral. The science practices aligned with the assessment are:
Ask Questions: where students will formulate empirically answerable questions about what they
are observing, possible patterns present in the minerals, etc.
Plan and Carry Out Investigations: students will carry out an investigation in which they will
determine methods to identify minerals and their physical properties.
Engage in Argument from Evidence: students will collaborate and discuss with their groups and
classroom the methods they came up with.
Obtain, Evaluate, and Communicate Information: students will write their methods on a white
board and discuss it with others.