TITLE
Fool’s Gold? – Hey, Who You Call’n a Fool?
The students will be “Old Timey” bankers tasked with purchasing ONLY real
gold nuggets from the shifty gold miner, Mr. Erndteman. He’s always trying
to pass off that worthless Fool’s Gold to trusting bankers.
How can the bankers (students) be sure they are getting the real gold?
Grade Level
Fifth Grade - 24 students
Benchmarks
NGSS:
Students who demonstrate understanding can:
5-PS1-3.
Make observations and measurements to identify
materials based on their properties. [Clarification Statement:
Examples of materials to be identified could include baking soda and other
powders, metals, minerals, and liquids. Examples of properties could include
color, hardness, reflectivity, electrical conductivity, thermal conductivity,
response to magnetic forces, and solubility; density is not intended as an
identifiable property.] [Assessment Boundary: Assessment does not include
density or distinguishing mass and weight.]
GLCEs:
S.IP.05.12 Design and conduct scientific investigations.
S.IP.05.13 Use tools and equipment (spring scales, stop watches, meter sticks
and tapes, models, hand lens) appropriate to scientific investigations.
Objectives
-TSW define physical properties associated with minerals.
-TSW use tools to test samples and record their observations.
-TSW correctly identify each sample based on its properties.
Materials
-Mineral Test Kit, KLM-6450: Streak Plate, Glass Plate, hand lens, dropper
bottle (HCl), magnet, nail, penny, and hardness scale. Available at
www.labsuppliesusa.com. (6 sets @ $9.95 ea.)
- Classroom Collection Of Rocks and Minerals, KLM-2130 (6 sets @ $43.00
ea.) Available at www.labsuppliesusa.com.
Materials Continued
- Samples of Pyrite of varying quality. Some that look very grungy and some
that really shine. 1 class set 6 pieces (4 grungy and 2 shiny).
(6 samples @ $2.50ea.) Available at http://www.erockshop.com
-Digital Scale (6 @ $42.99ea.) Available at www.labsuppliesusa.com
-Graduated Cylinder (6 @ $9.95ea.) Available at www.scientificsonline.com
-Calculator
-Geode (6 @ $2.99ea.) Available at http://www.erockshop.com
- Rock Hammer (6 @ $7.99ea.) Available at http://www.erockshop.com
- Science Notebook, Pencil
Setup
Students will be arranged in a variety of ways throughout the lesson.

During the Engage sections, students will be arranged in 6 separate
L-shaped formations, each seating 4 students. Arranging the
students this way allows them to see the teacher, the whiteboard,
and their tablemates without moving. This setup encourages
discussion amongst tablemates as well as with the whole class.

During Explore #1 the students will be seated at their desks, just like
in the engage section. Each group of tablemates will have a
Collection of Rocks and Minerals Kit, a Mineral Test Kit, and their
Science Notebooks. During this activity the students will be
encouraged to talk with each other regarding their findings.
Students will be allowed to move about the room.

During Explore #2 the room will be set up in 6 stations. Each station
will have a different sample of Pyrite. Some of the samples will look
bright and shiny and others will look dull and dingy. Each station will
also have a mineral test kit, a digital scale, and a large graduated
cylinder filled with 150ml of water. The stations will be setup as far
away from each other as possible to ensure that each group is
coming to its own conclusions.

During the Explain section the students will be moving from station
to station. Each station will have a different mineral sample and a
different tool used to test the physical properties of a mineral.

During the Elaborate section, students will be working on a
homework assignment.
Safety
- The students will be working with their Mineral Test Kits which include
some dangerous materials.
- Students will not need the HCL for this experiment, so it will be removed
from the kits before the students arrive. Just be safe, I have included the
link to the MSDS for HCl. http://www.sciencelab.com/msds.php?msdsId=9924285
- The students will be reminded to use the rest of the items in the kit for
their intended purpose only, and they will be warned that any misuse of
equipment will result in a call home, a trip to the office, and a possible
suspension or expulsion.
- The kits will be inventoried by a member of each group when the students
arrive, and inventoried again before any students leave. No students will be
allowed to leave until all items from each kit are accounted for.
- No additional safety equipment is required.
- Students will be monitored at all times by the instructor.
Requisite Knowledge
-To complete the lesson, students will need a basic understanding of the
concepts/terminology such as: Harder/Softer, Shiny/Dull, Heavy/Light, and
Density.
-Basic Math: add/subtract - Multiply/Divide to calculate density.
-Basic Chemistry: Metric system, How to read volume on a graduated
cylinder.
Engage #1 - Day One
- To grab the attention of the class, I will pass around a beautiful sample of
amethyst. (Generates Interest)
- The students will each make one observation before passing the sample
along. (Exposes misconceptions and raises relevant questions)
- To gauge the pre-existing knowledge of the class, I will be listening to hear
comments regarding color, crystal formation, hardness, etc… (assess current
knowledge)
- Once the sample has made its way around the room and each student has
commented, I will pass out 6 small geodes.
- Each table will be given a small geode and a rock hammer. Students will
carefully break open their geode to reveal the treasure inside.
- Hopefully, we will find another sample of amethyst and the students will be
inspired to learn more about rocks and minerals.
Engage #2 - Day Two
Class discussion about the Discovery Channel show “Gold Rush” (Generates
Interest by relating to student’s lives)

Have any of you guys ever seen the TV show “Gold Rush”?

What are they looking for? Why? (Assess current knowledge)

Video from YouTube about gold mining:
http://geography.howstuffworks.com/7243-discovery-atlas-goldmines-video.htm

Is gold the only valuable mineral? What are some others? (Raises
relevant questions)

How can you tell exactly what you have found? (Exposes
Misconceptions)
Explore #1 - Day One
- After the activity with the geodes, I will pass out 6 - Collection of Rocks and
Minerals Kits, 6 - Mineral Testing Kits, and the students will get out their
Science Notebooks. The minerals in the kit are labeled 1-50.
- First, as a class we will find the sample of amethyst and test it using the
tools provided in the kit.
- The students will record our findings in their Science Notebooks. The
teacher will model how to set up their notebooks on the overhead projector.
Columns will be drawn for: Mineral Name/Number, Estimated Hardness,
Color, Streak, Magnetic Y/N, and Structure.
- After modeling the activity with the amethyst, the students will be given a
chance to test as many other minerals of their choice as they can in the time
remaining.
Questions:
1. How do you know that you have found the sample of amethyst?
2. What was the first physical characteristic you used to try to identify
it?
3. Which physical characteristic was most useful in identifying
amethyst?
4. Name a mineral that you have identified, and list the tool(s) you
used to identify it.
5. Why is it important to record your findings in an organized chart?
Explore #2 - Day Two
- In the second explore, the students will act as “Old Timey” bankers tasked
with purchasing ONLY real gold nuggets from the shifty gold miner, Mr.
Erndteman. He’s always trying to pass off that worthless Fool’s Gold to
trusting bankers. How can the bankers (students) be sure they are getting
the real gold?
- This activity will be set up in 6 stations around the room. Each station will
have a sample of pyrite, a mineral testing kit, a digital scale and a 250mL
graduated cylinder filled with water to the 100mL mark.
- Each group of tablemates will be responsible for testing their sample and
deciding whether or not to purchase the “gold” from the shifty miner.
- Before testing any samples, the students will record their predictions in
their science notebooks. The predictions must be based on looks only.
- To throw a curve ball to the students, some of the samples will be very
small, bright, shiny samples of pyrite, and some will be larger dull samples.
- All students will be required to record: Estimated Hardness, Color, Streak,
Magnetic (Y/N), Structure, and Density data in their Science Notebook.
- Students will compare this data to the known (provided) physical
characteristics of gold to determine if they should purchase the samples
from the miner.
Questions:
1. How do you know you purchased (identified) the right material?
2. Compare one of your observations to a known physical characteristic
of Pyrite. Is it appx. the same? Is it different?
3. Compare one of your observations to a known physical characteristic
of gold. Is it appx. the same? Is it different?
4. What can we conclude by comparing our results to known
quantities?
5. Discuss your conclusion with another group. Did you come to the
same conclusion? Defend your position.
Explain
- Divide the class into 6 groups (color, streak, hardness, magnetic, structure,
and density), and ask each group to demonstrate and explain to the class
how their property can be used to identify minerals. Jig Saw approach.
- Each group will have their rock and mineral kits and their mineral testing
kits available for the demonstration.
- The group that seems to have the best handle on density will be assigned
that task by the teacher.
- After demonstrating their testing technique, each group will explain how
they used this property to identify their sample in Explore #2.
- As the students present their findings, the teacher will listen for relevant
vocabulary terms. The teacher will record the terms on the whiteboard.
When all groups have completed their presentations, the teacher will
address the terms on the board.
- Each student will get out their science notebook and write down the terms
on the board. The terms will be defined, in the student’s own words, as the
teacher calls on one group at a time.
- Likely vocab terms include: Hardness, streak, crystal structure, density,
volume, mass, magnetism, rock, mineral, crystal, etc…
The teacher will monitor all explanations and demonstrations to make sure
misconceptions are avoided and correct information is clearly received.
Elaborate
I will be using the elaborate section to assign a homework project.
- Each student will be required to find two similar items that can be
differentiated only by testing their physical properties. Examples: Easter
Bunny - Solid vs Hollow (density), aluminum nail vs iron nail (magnetic), salt
vs sugar (structure), baking powder vs baking soda (reactivity), Soda water
and Sprite (taste).
- After choosing similar items, the student must devise a way to test their
physical properties and identify the substances correctly. Students may use
color, smell, taste, hardness, magnetic, reactivity, density, or any other
physical property to differentiate the substances.
Interdisciplinary
- Each student will submit a report including the name of each substance and
Connection:
the method they devised to differentiate them.
ELA/Literacy W.5.7
- The method can be written out or drawn and labeled.
Conduct short research
- The report must be 1 page in length and contain several sources used to
projects that use several
sources to build knowledge
build knowledge about the items they chose.
through investigation of
-If they would like a chance for extra credit, they may choose to bring in
different aspects of a topic.
their items and test them in front of the class.
(5-PS1-3)
Evaluate
The students will be formatively assessed throughout the lesson using CATs
(Classroom Assessment Techniques) found on the Eberly Center’s
Assessment page. Each concept/activity will be followed up by an
assessment (Minute Paper, Muddiest Point, Opinion Poll, Exam Generator)
Evaluate #1 – Muddiest Point
-Day One will culminate with a formative assessment/exit pass CAT. The
students will be asked to complete a Muddiest Point writing assignment
before leaving class. The students will each take the last 5 minutes of class
to write about the point that they had the most trouble understanding, and
Why? The teacher will collect the pages as the students leave the room.
The teacher will also analyze the sheets to assess which concepts need
further instruction.
Evaluate #2 – Exam Generator
-Day Two will also culminate in a writing activity. During this activity, the
students will complete an Exam Generator CAT. Each student will write 2
possible exam questions and answers during the last 5-10 minutes of class.
The teacher will collect the papers as the students leave class. The teacher
will also select the top five questions and include them in the final
summative assessment.
Evaluate #3 – Summative Final
The summative exam will take place when the teacher feels all material has
been sufficiently addressed.
- The exam will have multiple choice questions related to the vocabulary.
- The exam will have short answer questions related to the scientific method.
- The exam will have a lab component. Each student will demonstrate their
ability to use one of the tools in the rock and mineral identification kit to
identify a physical characteristic of a mineral.
Sample questions:
1. On Moh's hardness scale, which of the following minerals is harder than
quartz?
A.
talc
B.
apatite
C.
gypsum
D.
diamond
2. Which of the following terms is NOT used to describe a mineral's luster?
A.
shiny
B.
glassy
C.
dull
D.
hexagonal
0
3. Which of the following is considered a special property that applies to
only a few minerals?
A.
color
B.
luster
C.
streak
D.
magnetism
0
4. Why isn't color a reliable way to determine a mineral's identity?
Individual minerals come in a wide variety of colors. Quartz for example
comes in green, purple, white, clear, gray, black, blue, etc… For this reason,
color cannot be used by itself to identify materials. One could easily mistake
a clear sample of quartz for a diamond, if they did not run further tests.
0
5. Which of the following physical properties can be expressed in numbers?
0
A.
luster
B.
hardness
C.
color
D.
reaction to acid
6. The color of the powder that a mineral leaves on a piece of white,
unglazed porcelain is called the mineral's
A.
hardness
B.
luster
C.
streak
D.
scratch
0
7. Why isn't the streak of a mineral always a good way to determine the
identity of the mineral?
Many minerals leave no streak at all, and many others minerals leave the
same color streak. Again, one single test should not be used to identify a
material.
0
8. The special property used to identify halite is
0
A.
radioactivity
B.
magnetism
C.
fluorescence
D.
taste
0
10. A mineral is believed to be magnetite, how can you test the hypothesis?
If you think you have a sample of magnetite, a good way to verify would be
to try a stick a magnet to it. If the magnet sticks, you have identified one of
the physical characteristics of magnetite.
0
11. Besides, special properties and streak to identify minerals, what is
another property that is unique to each mineral? Density
0
12. How would you determine the hardness of an unidentified mineral
sample? I would try to scratch the mineral with different materials of
known hardness to compare the two. Known materials include: pennies,
fingernails, iron nail, and glass.
0
13. Suppose you have three rings each with a different gem. One has a
diamond, one has an amethyst (purple quartz) and one has a topaz. You
mail the rings in a small box to your friend who lives five states
away. When the box arrives at its destination, two of the gems are
damaged. One gem, however is damaged much worse than the
other. What scientific reason can you give for the difference in damage?
The difference in damage is due to the varying hardnesses of the
minerals. The diamond for example will show the least damage because
it is the hardest mineral in the ring.
0
14. You are given two mineral samples. Sample A has a mass of 50 g and
displaces 25 ml of water. Sample B has a mass of 114 g and displaces 54
ml of water. Which sample has the greater density? Show your work.
Density is equal to mass divided by volume: 50g/25mL=2.0g/mL,
114g/54mL=2.11g/mL
15. Lab Component: Please quietly leave your seat and visit the teacher at
the front of the room. Demonstrate, to your teacher, that you know how
to use rock and mineral identification tools to make observations and
identify minerals.
http://www.proprofs.com/quiz-school/story.php?title=minerals-quiz
Scientific Background
What is Pyrite? Pyrite is a mineral that also goes by another name, Fool’s
Gold. Pyrite got this unfortunate moniker back in the days of the Gold Rush
when inexperienced miners often mistook pyrite for gold and brought huge
quantities of it in to town to sell and receive their fortune. When they were
turned away by the bankers for wasting their time mining a worthless
product they felt foolish, and were called fools by other more experienced
miners that could easily tell the difference between Pyrite (Fool’s Gold) and
the real stuff, good ol’ Au elemental gold.
Pyrite is a compound of Sulfur and Iron atoms bonded in a ratio of 1:2
(Fe:S2). It is the most abundant sulfide on earth. The name comes from the
Greek word for fire, probably because it easily makes sparks when struck by
something made of steel. Pyrite although rich in iron, is not mined for it
iron, it is mined for its sulfur. The sulfur found in Pyrite is often used to make
sulfuric acid. Interesting fact: the shell material in fossils is sometimes
replaced by pyrite, creating pyritized fossils. Pyrite is found in sedimentary
deposits of limestone, shale and coal, and also found in schist, a
metamorphic rock. The properties of Pyrite include: Hardness – 5.5 on the
Moh’s Hardness Scale (Gold=2.5), Color – Brassy Yellow, Streak – GreenishBlack, Luster – Metallic, Cleavage – poor, Density – 4.8g/cubic cm
http://iron-ore.shibang-china.com/specific-iron-ore/images/pyrite-property-grid.jpg
I found a great chart to help both the teacher and the student identify and understand the properties of a
mineral. Each column gives information needed by the reader: Mineral Characteristic (the specific
property being analyzed), What the Mineralogists Might Say (technical jargon and actual data), Kids
Guide: What it Really Means (simple explanations for kids to understand).
References
Ralph, Jolyon. "Pyrite.”: Mineral Information and Data. Frank Ruehlicke, n.d. Web.
19 Mar. 2014. <http://www.mindat.org/min-3314.html>.
"How Do Geologists Identify Minerals?” - Utah Geological Survey. N.p., n.d. Web. 20
Mar. 2014. <http://geology.utah.gov/surveynotes/gladasked/gladindentify.htm>.
Spencer, Charles. "What Is Pyrite (Fool's Gold)? - Properties, Definition & Facts."
Education-Portal.com. N.p., n.d. Web. 20 Mar. 2014. <http://educationportal.com/academy/lesson/what-is-pyrite-fools-gold-properties-definitionfacts.html#lesson>.
"Pyrite." Mining, Beneficiation,Processing Plant,Manufacturers. SHANGHAI SHIBANG
MACHINERY CO., LTD., n.d. Web. 03 Apr. 2014. <http://iron-ore.shibangchina.com/specific-iron-ore/pyrite.html>.
Fries-Gaither, Jessica. "Common Misconceptions About Rocks and Minerals — Rocks
and Minerals — Beyond Penguins and Polar Bears." Beyond Penguins and Polar
Bears Common Misconceptions About Rocks and Minerals Comments. OSU.edu, n.d.
Web. 20 Mar. 2014.
Ford, D. 2005. The challenges of observing geologically: third graders’ descriptions of
rock and mineral properties. Science Education 89 (2):276-295. (Abstract)
Georgia Department of Education. 2007. Georgia performance standards: Science
frameworks grade 6. www.georgiastandards.org.
Happs, J. C. 1982. Some aspects of student understanding of rocks and minerals.
Science Education Research Unit Working Paper 204. University of Waikato,
Hamilton, New Zealand (ERIC ED236034).
Kusnick, J. 2002. Growing pebbles and conceptual prisms – understanding the
source of student misconceptions about rock formation. Journal of Geoscience
Education 50 (1):31-39.
"HowStuffWorks "Discovery Atlas: Gold Mines"" HowStuffWorks. N.p., n.d. Web. 03
Apr. 2014. <http://geography.howstuffworks.com/7243-discovery-atlas-gold-minesvideo.htm>.
"Minerals Quiz." Minerals Quiz. N.p., n.d. Web. 18 Apr. 2014.
<http://www.proprofs.com/quiz-school/story.php?title=minerals-quiz>.
Misconceptions
Geologic Misconceptions
Geologic misconceptions can take many forms – the language used to define
and describe specimens, relevant properties for classification, the rock
cycle, and geologic time.
The Grade 6 Science Framework of the Georgia Performance Standards
(2007) lists some misconceptions:
Misconception
Correct Concept
All rocks are the same, and it’s
Rocks can be distinguished in different types,
hard to tell how they originated.
based on their origins and compositions.
Rocks and minerals are the Rocks and minerals are not the same
same thing; distinguishing
thing; rocks are composed of minerals,
them is not important.
which are naturally existing chemical
compounds.
Humans can fabricate rocks and
Rocks and minerals are naturally occurring
minerals; artifacts are the same as substances that are usually crystalline and
rocks and minerals.
solid.
Minerals are not important to my Almost every product we use in daily life
life.
contains or depends on minerals that have to
be mined.
http://beyondpenguins.ehe.osu.edu/issue/rocks-and-minerals/common-misconceptions-about-rocksand-minerals
One Misconception
Good Looks Are Superficial
- Physical appearance, color, weight, and shape are also criteria that may be
used by students in classifying a specimen. In one study, students seemed to
classify attractive specimens as crystals, while dull or unattractive specimens
were considered rocks. While a geologist would divide specimens by their
origin or formation, students tended to first group specimens into
rocks/non-rocks and then subdivide on the basis of physical characteristics
such as size, weight, and appearance.
Misconceptions Cont.
- This misconception is addressed throughout the lesson. All activities and
instruction focus on using tools to identify materials. The first and second
explores have the students testing mineral samples. They will be using tools
to test the samples for hardness, streak, color, magnetic response, and
density. All of these objective measures will lead the students past the
misconception that minerals can be identified by looks, and lead them to the
correct conclusion that scientists rely on evidence to correctly identify
materials.
Interdisciplinary
ELA/Literacy -
Connections
W.5.7
Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic. (5-PS1-3)
Mathematics –
MP.5
Differentiation
Use appropriate tools strategically. (5-PS1-3)
Lesson is universally adapted (visual, tactile, and auditory stimuli). Includes
hands on activities, group discussion and group work. Advanced students
will be encouraged to calculate density to identify. Struggling students will
be encouraged to use color, luster and hardness to identify.