Rock On!
A Hands-On Geology Unit
Developed by:
Robin Satnick
Overview:
This 10 session series encompasses a wide variety of hands-on lab
experiments that explore and investigate rocks and minerals. This unit
was written for 4th and 5th grade students who participate in an 1 ½
hour lab time once a week. This unit may easily be modified for older
students. All units include background information, objectives,
purpose, materials, worksheets for results and conclusions. Also
included are excellent interactive websites to support lessons, reading
book ideas and bibliography. The Ten Units are as follows:
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The Earth’s Layers
Sedimentary Rock
Igneous Rock
Metamorphic Rock
Rock Cycle
Minerals
Mystery Minerals
Minerals for Health
Volcanoes
Earthquakes
The California State Standards in Science was taken into
consideration when developing these lessons. The following Standards
are met for the 4th grade.
Earth Science
4a. Students know how to differentiate among igneous,
sedimentary and metamorphic rocks by referring to their
properties and methods of formation (the rock cycle).
4b. Students know how to identify common rock-forming
minerals (including quartz, calcite, feldspar, mica, and
hornblende) and ore minerals by using a table of diagnostic
properties.
5a. Students know some changes in the earth are due to
slow processes, such as erosion, and some changes are due
to rapid processes, such as landslides, volcanic eruptions,
and earthquakes.
5b. Students know natural processes, including freezing and
thawing and the growth of roots, cause rocks to break down
into smaller pieces.
5c. Students know moving water erodes landforms,
reshaping the land by taking it away from some places and
depositing it as pebbles, sand, silt, and mud in other places
(weathering, transport, and deposition).
6a. Differentiate observation from inference (interpretation)
and know scientists’ explanations come partly from what
they observe and partly from how they interpret their
observation.
6b. Measure and estimate the weight, length, or volume of
object.
6c. Formulate and justify predications based on cause-andeffect relationships.
6d. Conduct multiple trials to test a predication and draw
conclusions about the relationship between predications and
results.
6f. Follow a set of written instructions for a scientific
investigation.
The following standards are met for the 5th grade.
6a. Classify objects (e.g. rock) in accordance with
appropriate criteria.
6b. Develop a testable question.
6c. Plan and conduct a simple investigation based on a
student-developed question.
6g. Record data by using appropriate graphic representation
(including charts, graphs and labeled diagrams.)
6h. Draw conclusions from scientific evidence and indicate
whether further information is needed to support a specific
conclusion.
The Earth’s Layers
Lesson I
We walk on it, swim in its waters, and live on it. Planet Earth is an
amazing composition of rocks, minerals, liquids and gasses! Today we
will start our exploration of the rocks and minerals that make up the
ground we walk on. Geology is the scientific study of the nature,
formation, origin and development of the Earth’s crust and its layers.
The Earth is made of four different layers. The crust of the Earth
is like the skin of an apple. It is very thin in comparison to the other
three layers. On top of the crust is the biosphere and this is where
all living things dwell. The Earth’s crust is only about 3-5 miles thick
under the oceans (oceanic crust) and about 25 miles thick under the
continents (continental crust). The crust of the Earth is broken into
many pieces called plates. The plates “float” on the layer below called
the mantle.
The mantle is composed of very hot, dense rock approximately
1800 miles thick making it the largest layer in the composition of the
Earth. The mantle is made mainly of silicon, oxygen, aluminum and
iron. The core makes up about 30% of the Earth’s mass. The outer
core is made of liquid nickel and iron. The inner core is also made of
nickel and iron and is under such great temperatures and pressures
that the metals are in a solid state of motion.
http://volcano.und.nodak.edu/vwdocs/vwlessons/lessons/Earths_layers/Earths_layer
s2.html
CLASSROOM DEMONSTRATION
Apple of the Earth
Objectives:
1. Students will be able to name and identify the four layers of
the Earth.
2. Students will learn the size and composition of each layer.
Materials:
Apples
Knife
Procedure:
1. Cut enough apples into fourths so each student gets ¼ of an
apple.
2. Have the students make observations of the apple. Tell the
students that an apple is like the layers of the Earth.
a. The skin of the apple represents the crust of the earth.
The skin of the apple is very thin compared to the fleshy
fruit. This is a good comparison to the earth’s crust mass
compared to the mantle and core.
b. The fleshy fruit or “meat” of the apple represents the
mantle. The mantle is the largest layer of the Earth. The
mantle is composed of molten rock that is in a semiplastic state. The composition is similar to very hot
asphalt.
c. The core of the apple represents the outer and inner core
of the earth. The core is like a round ball in the middle of
the Earth. The outer core is actually composed of very
hot liquid nickel and iron and the inner core is made of
the same elements but is in a solid state because of the
intense pressure.
Core Earth Samples- Cupcake Geology
**It’s best to make these cupcakes ahead to save class time.
Objectives:
1. To give students a visual and tactile experience of what the
Earth’s interior is like.
2. Students will understand that geologist take core samples of
the Earth in a similar fashion to our cupcake core samples.
Materials:
Chocolate cake mix
Chocolate pudding
Hard candies
Paper plates
Cupcake liners
white cake mix
toffee pieces
green icing
clear thick straws
sprinkles (optional)
Procedure:
1. Make the chocolate and white cake mixes.
2. Make chocolate pudding.
3. Place 24 liners in cupcake molds.
4. Layer the cupcakes – chocolate cake mix (core), pudding
(outer core), white cake mix with candy pieces (mantle),
green icing (crust), sprinkles (biosphere)
Classroom Procedure with cooked cupcakes:
1. Have students use their straws to take “core samples of their
cupcakes. Students need to gently push the straw through
the cupcake.
2. Hold finger over the straw and gently pull up.
3. Blow through open end of the straw to remove cupcake from
the straw.
4. Observe the different layers.
LESSON II
Sedimentary Rock
Sedimentary rock makes up about three-quarters of the rocks on
the earth’s surface. Sedimentary Rock is made up of materials that
were once a part of another rock. These parts, called sediments, were
transported by water, wind or glaciers and formed in layers. They form
at the surface in environments such as beaches, rivers, oceans and
any where there is sand, mud, and other types of sediments that
collect. Over time, these loose sediments compress and form larger
rock formations. Sedimentary rocks preserve a record of the
environments that existed when they form. By looking at sedimentary
rocks of different ages, scientists can figure out how climate and
environments have changed through time. Fossils of ancient living
things are preserved in sedimentary rocks too!
Sedimentary rocks are classified into 3 groups based on how they
originated. Sandstone, shale and conglomerates are examples of
clastic sedimentary rocks. These rocks form from sediments that
were under pressure which caused water around the sediments to be
squeezed out and the sediments become cemented together.
Rock salt and gypsum are examples of chemical sedimentary
rocks. These rocks formed when rocks dissolved in water and then
the water evaporated and the minerals that were in the rocks
crystallized into large deposits.
Limestone and coals are examples of organic sedimentary rocks.
These rocks formed from the sedimentary remains of shells, skeletons
and other plant and animal parts.
Taken from:
http://www.geocities.com/RainForest/Canopy/1080/sedimentary_formation.htm
OBSERVING HOW SEDIMENTARY ROCK FORMS
Objectives:
1. Students will have a clear understanding how sedimentary rock
forms.
2. Students will understand that sedimentary rock is made from
other rocks by erosion.
3. Students will understand how water plays a big role in making
sedimentary rock.
Materials:
Pebbles
Water
sand
clear jar with lid
bigger rocks
spoon
Procedure:
1. Place rocks and sand in glass jar and place lid on tightly.
2. Shake jar and observe. Have the rocks shifted? What rocks are
on top? What rocks have dropped to the bottom?
3. Add water to jar so that the water covers all the rocks.
4. Shake and observe. Is there a change? Did the rocks move
faster or slower in the water?
Results:
1. How many seconds did you shake the jar with rocks until you
saw a shift in where the rocks rested in the jar?
No water___________seconds water_____________seconds
2. Did the sand stay on top or did it sink? Did you notice a
difference when the water was added? __________________
__________________________________________________
__________________________________________________
3. What form of weathering do you think shaking might mimic on
Earth?_____________________________________________
Peanut Butter and Crackers
Sedimentary Rock
Problem: What is a delicious way we can demonstrate a sedimentary
rock formation?
Hypothesis (intelligent guess):__________________________
Materials:
2 crackers
Jelly
Chocolate chips
Plastic knife
crunchy peanut butter
sliced bananas
plate
Procedure:
1. Lay one cracker on a plate
2. Use the knife to spread a layer of peanut butter on the cracker.
3. Add a layer of jelly on top.
4. Add a banana and a couple of chocolate chips.
5. Place the second cracker on top.
6. Eat the sedimentary rock sandwich!
Results and Conclusion:
Sedimentary rocks are formed from loose particles that have been
carried from one place to another and redeposited. These sediments
form layers similar to the layers in the sandwich. Each layer can be
distinguished by differences in color, texture, and composition. The
oldest layers are on the bottom and each new layer forms on the old
one. The layer become compacted and cemented together over time
to form solid rock. The chocolate chips show that sedimentary rock
does not always have the same consistency throughout each layer.
There could be fossils, shells, or other rocks in the layers.
Lesson III
Igneous Rock
The oldest type of all rocks is the igneous rock. The word
igneous comes from the Greek word for “fire.” Igneous rocks are
formed from molten lava or magma. The hardening and crystallizing
of magma formed igneous rock. Magma is hot liquid rock that stays
inside the earth, but once this hot liquid reaches the Earth’s surface
through a volcano, it is called lava.
The different kinds of igneous rocks form depending on how fast
the lava or magma cooled. Extrusive igneous rocks form when
magma reaches the surface of the Earth’s or ocean’s floor. Extrusive
igneous rocks cooled quickly creating rocks with small crystals.
Basalt is the most common type of rock that is formed from lava.
Basalt makes up most of the ocean floor. The crystals in basalt are so
small that, even with a magnifying glass, they are hard to see.
Obsidian is an example of extrusive igneous rock that has a shiny,
glassy texture. It forms by very rapid cooling of lava. These rocks are
very hard, and when they break they will have very sharp edges.
Obsidian has been popular since the stone-age for making spear and
arrow heads for cutting and hunting.
Pumice is a very light porous igneous rock that formed during
volcanic eruptions. The rock looks a little like foam that has hardened.
In fact, it forms from frothy lava that is full of gas bubbles that cools
quickly not giving the gas bubble time to escape. Pumice can be as a
beauty aid to remove dead skin and calluses from feet and hands.
Intrusive igneous rocks form under the earth’s surface. The hot
magma cool underground and hardens into solid rock. Granite is an
example of intrusive igneous rock. Granite is made up mostly from a
mixture of quartz, mica, and feldspar crystals that can be seen very
easily.
http://www.geocities.com/RainForest/Canopy/1080/igneous_formation.htm
Lab #3
Igneous Rock
Question: How can I tell the difference between extrusive and
intrusive igneous rock?
Objectives:
1. Students will be able to distinguish the difference between
intrusive and extrusive igneous rock and name 3 distinguishing
features of each.
2. Students will understand the difference between lava and
magma and explain how each is formed.
3. Students will name 2 igneous rocks and their consumer use.
Materials:
Pumice
granite
Obsidian
basalt
Magnifying lens
worksheet
Labeled pictures of different kinds of igneous rocks
Procedure:
1. Set up 4 workstations with 3 different rocks at each station for a
total of 12 rocks and 4-5 magnifying lens.
2. Students are to make observations of each rock sample and list
characteristics of each.
3. Students are to infer and hypothesize the name of each igneous
rock.
4. After all data is charted, play Igneous Tic-Tac-Toe.
5. Make a tic-tac-toe board on the white board. Divide the class into
2 teams. Decide how team captains will be picked.
6. The team captain must work with the rest of the team to come up
with the answers, but only the team captain can give the answers
and make the mark on the white board. Below are some ideas for
questions.
Questions for Tic-Tac-Toe
1. When magma comes out of a volcano it is called___? (lava)
2. Lava cools and forms____? (igneous rock)
3. The oldest type of rock is called___? (igneous rock)
4. Igneous rock that cools slowly is called__? (intrusive)
5. Lava that cools rapidly is called___? Extrusive rock)
6. Granite is a type of ____ igneous rock. (intrusive)
7. Obsidian is a type of ____ igneous rock (extrusive)
8. How do igneous rocks get large crystals? (they cool slowly)
9. Igneous come from the Greek word___? (fire)
10. This type of igneous rock has large pores. (pumice)
11. An igneous rock that can be found on countertops. (granite)
12. The black specs in granite are what type of crystal? (mica)
13. What is he most common type of rock formed from lava? (basalt)
14. This kind of rock was used to make spears and arrows. (obsidian)
15. This rock is used to get rid of calluses on feet. (pumice)
NAME__________________________
Igneous Rock
Student Worksheet
TYPE OF IGNEOUS ROCK
BASALT
PUMICE
GRANITE
OBSIDIAN
ROCK CHARACTERISTICS
LESSON IV
METAMORPHIC ROCK
Pressure and heat can change many things, including rocks. The
name for rocks that have undergone a change is called metamorphic
rocks. Metamorphic comes from the Greek words meaning “change”
and “form.”
Metamorphic rocks form deep in the Earth where high temperature,
great pressure and chemical reactions cause a sedimentary, igneous
and even metamorphic rock to change into a new type of metamorphic
rock. Metamorphic rocks are usually much harder than the original
rocks and they often look like they have stripes. These banded or
foliated areas are caused by different minerals in the rock that have
been pressed into bands by heat and pressure.
Metamorphic rocks can take a few million years to form. The
intense heat comes from magma and the pressure comes from layers
of rock piled on top of layers and layers of rock. The thicker the
layers, the more pressure there is. These conditions can cause
chemical changes on the rock as well as change the mineral structures
in the rock. Some metamorphic rocks look like they have layers
similar to what you see in sedimentary rocks. The minerals in the rock
cause these layers to line up in the same direction when they are put
under great pressure. Below are examples of metamorphic rocks
Here are some examples of metamorphic rocks.
Sandstone ------- Quartzite, Shale --------- Slate
Limestone ------- Marble, Granite---------- Gneiss
http://www.geocities.com/RainForest/Canopy/1080/metamorphic_formati
on.htm
Classroom Demonstration
In order for students to understand how pressure can cause heat
have them put their hands together and press hard. Their hands
should get warmer. Have students put there hands together and rub
them firmly. Are they getting warmer?
Making Metamorphic Play Dough
Objectives:
1. Students will observe how pressure can directly effect the
position and alignment of mineral particles in metamorphic
rock.
2. Students will observe how heat melts rock and minerals causing
the texture to change.
Materials:
Gallon size Ziploc freezer bag
1c flour
1c salt
warm water
Hard straight candies like good n plenty
Wax paper
rolling pin
Procedure:
1. Add 1 cup of salt to Ziploc bag. Have students feel the sandy,
grainy texture.
2. Add 1 cup of flour.
3. Add ½ cup of warm water. Get all air out of the bag and zip it
up.
4. Slowly and carefully knead the bag. Add more water if
necessary until the mixture creates a round ball. Notice the
texture of the dough.
5. Add a handful of candy to the mixture. Knead again until the
candy pieces are mixed in.
6. Remove the play dough from the bag and divide it so each
student has a portion of the dough.
7. Observe the positions of the candy pieces (up-down, back and
forth).
8. Place the dough on a piece of wax paper. Add more flour if
necessary. Using the rolling pin or wooden dowel, roll the
dough into a thin pancake. What happened to the candy
pieces?
Lesson V
The Rock Cycle
We have learned that igneous, sedimentary and even metamorphic
rock can change into a new kind of metamorphic rock. Rocks are
constantly being formed, worn down and formed again. The process
of rock changing is called the Rock Cycle. The rock cycle mean that
rocks are recycled into something new. Some rocks have been around
for more than 4 billion years. It can take millions of years for a rock to
metamorphisize into a new rock.
The journey of the rock cycle goes like this. In the mantle red hot
lava is being pushed up towards the earth’s crust. Some of the
magma creeps into the cracks of the volcano while the rest is forced
out of the top of the volcano. The lava cools and forms igneous rocks.
Igneous rock breaks down due to erosion and forms very small rocks
or grains. These rocks form layers and are pressed and cemented
together forming sedimentary rocks.
Sedimentary rocks that are on the bottom build up pressure from
the weight of the other rocks. They also become very hot due to the
magma. This heat and pressure cause the sedimentary rock to change
into metamorphic rock. When the metamorphic rock becomes deeply
buried, after millions of years, it gets extremely hot and melts. Once
again, it becomes magma and the cycle starts over again.
Taken from: http://www.bbc.co.uk/education/rocks/rockcycle.shtml
Key Factors to the Rock Cycle
Erosion
Erosion is the wearing away and transport of Earth’s materials.
The major causes of erosion are water, wind and ice. Running water is
said to be the greatest of all erosive actions. As running water moves
over the hardest of rocks, it can in time wear them away. Water also
is a great transportation device to move materials into ponds, lakes,
rivers, oceans and streams. The continuous beating of ocean waves
on land and the washing up of soil and rocks all contribute to the
erosion of the seashore. That is why you often find sand and tiny
pebbles on beaches. It also creates the smooth river and beach rocks
that look polished.
Wind carries away tiny particles of soil. Dust storms, created by
large gusts of wind, show how sand, soil and small rocks are eroded
away from the land. Pismo Beach is a great place to see how wind
forms dunes of sand caused by the speed of wind. As windblown sand
hit solid rock, the rock slowly wears away due to the abrasive action.
Ice and snow move over land wearing and taking rocks, soil and
other materials with them. These materials become deposited along
the sides of glaciers forming u-shaped valleys. The freeze thaw cycle
causes mountains to crumble over time and large rocks to break down
to little rocks. When water gets into cracks of the rocks, this water
expands during the winter, making the cracks larger. This annual
cycle causes the cracks to get larger and larger until they eventually
break causes smaller rocks to form.
Class Demonstration I
The Effects of Water Erosion
Fill a glass bottle of water completely to the top and place the lid
on firmly. Put the water bottle in a bag and place in the freezer.
Carefully take the water bottle out of the freezer. What happened to
the glass bottle? Why?
Class Demonstration II
Hot Rocks
Objectives:
1. Students will see the effects of temperature change and
weathering.
2. Students will understand the physical and chemical process that
breaks down rock at the Earth’s surface.
Materials:
Candle
Glass marbles
Pliers
Matches
clear glass
cold water
gloves
Procedure:
1. Put on the gloves as insulators because the heat will make
the pliers very warm.
2. Have an adult light the candle with the matches.
3. Use the pliers to hold the marble over the candle for one
minute.
4. Quickly place the marble in the glass of cold water.
5. Take out the marble and observe.
Results and Conclusion:
The marble cracked due to the extreme temperature difference.
The same thing happens when rocks are heated by the sun and then
suddenly cooled by rainwater. Weathering is the chemical and
physical process that breaks down rock at the Earth’s surface.
Lab Experiment
Erosion
Objectives:
1. Students will be able to identify 4 types of erosion; ice, wind,
water and chemical.
2. Students will be able to determine what kind of erosion took
place by looking at different landforms.
Procedure:
1. Divide students into 4 groups. Explain to them that they will
be able to experience all 4 stations set up in the classroom.
2. Discuss safety and laboratory protocol with students.
3. Handout student worksheets and explain they are to fill in the
answers to each lab section immediately after experiencing the
lab and before proceeding to the next table.
4. While they are waiting for other students to finish, students
are to work on the word search provided.
5. Make a copy of the below procedures for each lab and place it
at each station with the necessary materials to complete each
experiment.
5 Lab Stations: (5 students per stations)
Lab Station I- Wind Erosion – Sand Dunes
Materials: sand, box with tall sides
Procedure: Carefully, blow on the sand. Observe what
happens. Record your results.
Lab Station II – Water Erosion
Materials: 1 cup measuring cup, water, soil
Procedure:
1. Go outside where the soil is dry and bare.
2. Pour 1 cup of water slowly near the ground.
3. Now, pour 1 cup of water on the same spot, but this
time hold the cup from as high of a distance as you
can.
4. Observe the difference. Record your results.
Lab Station III – Chemical Erosion
Materials: chalk, plastic container, vinegar, eyedropper
Procedure:
1. Place a piece of chalk in the plastic container.
2. On the student worksheet, hypothesize what will
happen when the vinegar comes in contact with the
chalk.
3. With the eyedropper, add 5 drops of vinegar slowly to
the piece of chalk.
4. Record your results.
Lab Station IV – Ice Erosion
Materials: ice cube, modeling clay, sand, spoon, paper
plate
Procedure:
1. Take a piece of modeling clay and try to flatten it like a
pancake.
2. Place the flattened piece of modeling clay on the paper
plate.
3. Take an ice cube and rub it against the modeling clay a
few times. Record your observations.
4. Place a spoonful of sand on the modeling clay. Put the
ice cube on top of the sand and wait one minute.
5. After one minute, pick up the ice cube and look at the
side that way lying on the sand. Record your
observations.
6. Place ice cube back on the sandy modeling clay with
the same side of the ice cube touching the sand.
7. Rub the ice cube back and forth across the surface.
8. The ice cube should be removed and the sand needs to
be wiped off the clay. Record the clay’s surface
texture.
Erosion Worksheet
Lab Station I- Wind Erosion
1. How do sand dunes form?_________________________
2. Could you make the whole pile of sand move if you blew
long
enough?_____________________________________
Lab Station II-Water Erosion
1. How did the earth change when you poured your first cup
of water?______________________________________
2. How did the earth change when you poured the second
cup of water from a higher elevation?________________
Lab Station III – Chemical Erosion
1. What happened when you dropped the vinegar onto the
chalk?________________________________________
2. What kind of reaction occurred? ____________________
Lab Station IV – Ice (Glacial) Erosion
1. What happened to the clay the first time you rubbed the
ice cube on it?__________________________________
2. What happened to the ice cube after it sat on the sand?
3. What happened to the clay when you rubbed it with the
sand on it?_____________________________________
__________________________________________________
Name_______________________
Erosion
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Lesson VI
What is a Mineral
A mineral is a solid material made from one substance that occurs
naturally on Earth. A mineral may be made from one or more element
that is uniformly distributed. Most of the common minerals are
crystals. A crystal is a solid and commonly has a definite chemical
composition and geometric shape. Quartz is a common crystal made
from one substance SiO2 (silicon oxide). The quartz you find in Asia
will have the same chemical composition as the quartz you find in
California!
There are three main types of minerals. Metallic minerals are
copper, silver, mercury, nickel, gold and iron. Most metallic minerals
are found in combination with other minerals, such as ores.
Nonmetallic minerals are also very important to many industries.
For example, graphite is used in pencils, halite is rock salt, borax is
used in cleaning, talc is used in baby powders and sulfur is used as a
preservative.
The minerals that are found in mountains and valleys are called
rock-forming minerals. These minerals are mainly silicates like
quartz (SiO2). Silicon is a nonmetallic substance, always found in
combination with something else. It is second, only to oxygen, as the
number one element forming the Earth’s crust. There are many other
rock-forming minerals such as: micas, feldspars, and garnets.
There is a great difference in the way different minerals look.
Minerals can be dull or sparkle in the light. Some minerals are so soft
they can be scratched easily with your fingernail, while others are so
hard they can scratch steel. There are many ways that scientists
classify or group minerals. In this lesson we will learn about five
properties. A property is a characteristic of a mineral. Properties
help geologist better understand how the mineral was formed and also
to help identify a mineral. The five properties that we are going to
study today are luster, cleavage and fracture, hardness, color
(streak), and magnetism.
Property Definitions
*Luster – Luster is the minerals ability to reflect light. Metallic
minerals shine like metal and usually are full of luster. Some minerals
have a glassy luster, such as Aragonite. Howlite, another mineral,
often has a dull luster.
*Cleavage or Fracture – Some minerals have a tendency to split or
crack along parallel or in smooth lines. This property is easily seen in
some minerals and can be tested by breaking it with a hammer. When
a mineral makes a clean break it is called cleavage planes. Mica is
an example of a mineral that splits easily and is said to have perfect
cleavage. Fracture is related to cleavage and occurs when a mineral
breaks at random lines or has rough edges. Obsidian and quartz are
examples of minerals that have fracture.
*Hardness- In 1822 a German scientist by the name of Frederick
Mohs set up a scale from 1-10 to determine the approximate hardness
of minerals. The scale is arranged from softest (Talc) to hardest
(diamond). The scale is not made in exact proportion. In other
words, diamonds are not 10 times harder than talc; Diamonds are
actually 40 times harder!
MOHS SCALE
OF HARDNESS
MINERAL
TALC
GYPSUM
CALCITE
FLUORITE
APATITE
FELDSPAR
QUARTZ
TOPAZ
CORUNDUM
DIAMOND
HARDNESS
1
2
3
4
5
6
7
8
9
10
*Color – Color is the easiest property to see, but it is not always the
best way to identify a mineral. Many minerals have more than one
color due to the impurities that were present when the mineral was
being formed. For example, quartz crystal can be found is clear, pearl,
yellow, brown, pink, purple, blue and black. A better way to test the
true color of a mineral is using a streak test. Streak is a test used by
geologist to see the color of a mineral under the top layer of a mineral
or coating on the mineral. Using a porcelain tile as a streak plate, rub
the mineral across the tile. This is the minerals true color. The outer
color of minerals can change when they are exposed to the
atmosphere and gasses like oxygen.
*Magnetism- This is probably the easiest property to test. Using a
magnet, the students will touch the mineral to see if it is magnetic.
Testing Minerals
Objectives:
1. Students will be able to test, understand and define the
following properties of minerals: hardness, color, magnetism,
luster and cleavage.
2. Students will understand Mohs scale for hardness and be able
to use everyday items to test minerals.
3. Students will understand the definitions of the following words
as they pertain to geology: luster, hardness, property, streak,
rock, mineral, cleavage, texture, color and geology.
Materials:
Worksheet
pencil
At least 5 different mineral varied in properties
Non-glazed porcelain plate
Magnet
Penny
steel nail
Steel file
flashlight
Hammer
goggles
Procedure:
Have five stations set up around the room. Each group of
students should have 5 different minerals to test. Each mineral should
be numbered from 1-5. They should take these minerals, as well as
their worksheets to each station. Have the following materials set up
at each station.
Station I – Luster
Material – Flashlight
Procedure:
1. Using the flashlight, observe each mineral for its ability
to reflect light.
2. Number the minerals in order of least “shiny” (1) to
most “shiny” (5).
3. Record the results.
Station II – Cleavage or Fracture
Materials – small hammer
goggles
Procedure:
1. Students need to wear goggles to protect their eyes
and need to be cautioned with using tools.
2. It may be a good idea to have adult supervision. Some
students may get carried away!
3. Students are to lightly tap each mineral with the
hammer.
4. Record the results.
Station III – Hardness
Materials –
penny
fingernail (on your hand!)
Iron nail
steel file (fingernail file)
Mohs Hardness scale
Procedure:
1. Students will test the hardness of all five minerals in
this order: (1) fingernail (hardness 2.5), (2) penny
(hardness 3.0), steel nail (hardness 5.5), and steel file
(hardness 7.0).
2. If the finger nail can scratch the mineral, the mineral
has a hardness of 2.5 or less. There is no need to
continue testing. Continue testing each mineral until
you can scratch it with one of the above materials. If
you are unable to scratch the material after using the
file, record your observation as a 7+ because it is
harder than you are able to test.
3. Record your test results.
Station IV – Color or streak test
Materials:
porcelain non-glazed tile
Procedure:
1. Taking one mineral at a time, rub it against the tile
until a color is observed.
2. Record your results.
Station V – Magnetism
Materials:
strong magnet or compass
Procedure:
1. Move the magnet or compass over the mineral.
2. Observe and record your results
Properties of Minerals – Worksheet
1. How can you tell if a mineral has Luster?____________
2. Record the degree of luster from 1-5 (one having very
little, 5 having a lot of luster).
Mineral number
1
2
3
4
5
Degree of Luster
3. What is the difference between cleavage and fracture?
4. Name the mineral(s) that have cleavage______________
Name the mineral(s) that have fracture_______________
5. Record your observation when testing mineral hardness.
Mineral Number
Degree of hardness
1
2
3
4
5
6. Why is a streak test a good way in determining a
minerals “true” color?
7. Record the color observed of each mineral tested.
Mineral Number Tested
1
Color Observed
2
3
4
5
8. Record the magnetism property of each mineral.
Mineral Number Tested
Magnetism Observed (Y or N)
9. Why do you think it is important to test the properties of
minerals?______________________________________
Rock and Mineral Vocabulary
Across
3. A scientist who studies rocks
4. A crack or break along flat surface
5. Means comes from fire
7. How a rock or mineral feels
9. A solid element or compound in nature
10. A character trait of a mineral
12. Soft layered rock, may have fossils
13. Ability of mineral to be scratched
Down
1. The way minerals reflect light
2. Changed rock from heat & pressure
6. Color on porcelain tile
8. The study of the earth
11. The number of major rock groups
Lesson VII
Mystery Mineral
Objective: Students will be able to identify a “mystery” mineral by
testing its properties and using research materials.
Purpose:
1. Students will test mineral properties to determine what mineral
they have.
2. Students will work in small groups and test minerals for the
following properties: color, streak, texture, hardness, luster,
cleavage, fracture, weight and magnetism.
3. Students will form a hypothesis as to what their mineral is
before beginning the experiment.
4. Students will research their mineral and give 3 facts they
learned about their mineral.
Materials:
Lab stations set up as in Lab #6 with supplies listed
Books on minerals
internet
Worksheet
colored pencils
Magnifying lens
Name_______________________
Mystery Mineral
*Making an intelligent guess, name your mineral.
Hypothesis: I think my mineral is_______________________
Draw a picture of your mineral
Using colored pencils
Draw a close up of your
mineral using the
Magnifying glass
Properties of Mystery Mineral
1. The color of my mineral is________________________
2. Using the streak test, my mineral color is____________
3. Hardness
a. can the mineral be scratched with fingernail?___
b. scratched with a penny?______________
c. scratched with steel nail?_____________
4. My mineral feels (soft, rough, bumpy, smooth)________
5. Is your mineral attracted to a magnet?_______________
6. Does you mineral have luster?_________If so, how
much? ____________________________________
7. Does your mineral have cleavage or fracture?
_____________________________________________
My Mystery Mineral is_________________________
Find out 3 interesting facts about your mineral.
1.________________________________________________
2._________________________________________________
3._________________________________________________
Lab #VIII
Minerals for Health
Every year 46,414 pounds of new minerals must be provided for
every person in the United States to make the things we use for
everyday use according to the Mineral Information Institute. Minerals
are required to provide the basic needs of food, clothing and shelter.
We need minerals to drive a car, use a computer, and speak on a
telephone and even cook.
The average person doesn’t go to the grocery store with minerals
on their grocery list, yet nearly everything we do and everything we
use, requires the mining somewhere to produce the natural resources
that makes the things we use. All living things need the fuel provided
by minerals and metals. Life processes cannot occur without minerals.
There are 14 needed minerals necessary for healthy plant growth and
many more important minerals necessary for good health in humans.
Minerals are so important for proper nutrition that they are often
added to vitamin pills. Next time you take a vitamin, look at the label
and it will list important vitamins as well as minerals for good health.
Zinc, a common mineral, has been sold as lozenges to help with cold
symptoms. Iron is an important mineral given to people with anemia
(low red blood cells), because of its ability to increase red blood cells
in the body. Calcium is important for healthy bones and teeth. Many
foods are fortified with vitamins and minerals to make them healthier
to eat. When a food is fortified it means that vitamins and minerals
are added to give the food a higher nutritive value.
Breakfast cereal is a great example of a food product that has been
fortified with vitamins and minerals. After the cereal is made, vitamins
and minerals are actually sprayed onto the cereal. This is why it is
important to drink the milk at the bottom of you cereal bowl because
some of the minerals may wash off in the milk!
Even though minerals are important part of good health, it is wise
to follow the guidelines your doctor gives you as to how much you
should have. If your body has too much or too little of a certain
mineral, it can make your body sick.
There is Iron in My Cereal!
Overview:
Many cereals are fortified with iron as well as other minerals and
vitamins. The iron used in cereals is a metallic form that breaks down
in the stomach and is absorbed in the intestines. Iron is an essential
part of our diet. Iron is necessary in making hemoglobin, the
compound that makes red blood cells red in color. If your body has
too little iron you can become very tired and have a higher chance of
getting sick. You can also have too much iron in your body so it is
important not to have more than what your doctor recommends.
FUN FACT – Our body only has enough iron to make 2 small nails!
Objective:
1. Students will be able to separate the iron from the iron fortified
cereal using a magnet.
2. Students will understand the importance of minerals in
maintaining good health.
Materials:
Good strong magnet
Water
Plastic stir stick
1 quart size Ziploc bag
Fortified with iron cereal
a small bowl
clear plastic cup
hand lens
Procedure:
1. Examine a piece of cereal closely. You probably won’t be
able to see the iron, but it is there.
2. Place a few flakes of cereal in the plastic bowl. Hold the
magnet over the cereal to see if they are attracted or
repelled by the magnetic field. There is a good chance that
the cereal doesn’t respond to the magnet. This is due to the
friction between the flakes of cereal.
3. Add water to the flakes of cereal in the bowl. Now hold the
magnet close to the flakes and see if you can move them.
Any movement that occurs will be slight, so be patient! With
practice you might even be able to rotate the flakes in a
circle with the magnet. The water reduced the friction
between the flakes of cereal.
4. Fill your zip-lock bag half full of cereal. Seal the bag slowly
trying to remove any air from getting trapped in the bag.
Crush the cereal as finely as you can by squishing the bag.
Be careful not to pop the bag or put a hole in it. This is
similar to the process used by miners when they crush rock
from their mine in order to release the iron from it.
5. Pour enough water into the bag to create a thin cereal paste.
It should have the consistency of a thick soup.
6. Pour your soupy cereal into a clear plastic cup.
7. Hold the magnet against the outside of the cup while you stir
the mixture gently with a plastic stirrer. This will cause the
microscopic iron particles to pass through the magnetic field
of your magnet. The tiny black particles are freed during the
crushing process and will begin to accumulate at the side of
the cup where the magnet is. The concentration of iron will
build over 2-3 minutes and you should be able to see the
iron. Use a hand lens to see the particles better. Can you
see them?
Iron Ore
http://www.mii.org/Minerals/photoiron.html
Lesson IX
Volcanoes
Beneath the crust of the earth is a large mass of molten, liquid rock
called magma. The magma is very hot creating tremendous pressure.
When a break or weak spot occurs within the Earth’s crust, the
pressure is released sending magma to the Earth’s surface. When
magma reaches the Earth’s surface it is called lava. As the pressure
builds in the mantle, the earth’s crust raises creating mountains or
hills. The opening at the top of a volcano is called a crater. During
an eruption, the crater releases gases, rocks, lava, cinder, ashes, loud
explosions ad rumbling.
A volcano has one large vent in the middle, where the crater forms
and it has smaller vents coming out from the larger vent. Igneous
rock layers are formed by the magma that has been forced into the
vents. If the igneous rock is forced into cracks and crevices below the
surface of the volcano it is called sill. When igneous rock is forced
into the volcano, but doesn’t break through the earth’s crust it is called
a dike.
Some volcanic eruptions are explosive and others are not. How
explosive a volcano is depends on the magma. When magma is thin
and runny, gasses can escape easily making the magma flow in a nonviolent way. If the magma is thick and sticky, gasses cannot escape
easily. Pressure builds up until the gasses escape violently and
explode.
http://interactive2.usgs.gov/learningweb/images/volcanoes_intro01.jpg
Making a Model Volcano
Objective:
1. Students will be able to make a model volcano and recognize
and identify the following parts: crater, vent, magma, and lava.
2. Student will understand how volcanoes act as cooling vents
from the hot magma in the mantle layer.
Materials:
Salt dough
Small plastic water bottle
Vinegar
Baking soda
Red food coloring (optional)
cardboard box
liquid detergent
funnel
newspaper
warm water
Procedure:
1. Place an empty soda bottle in the middle of a cardboard box.
Take salt dough and shape it around the outside of the bottle
being careful not to cover the hole on top or get anything inside
the bottle.
2. Shape the dough to make it look like a volcano.
3. Fill the water bottle ½ way full with warm water.
4. Add 5 drops of liquid detergent.
5. Add 2 drops of red food coloring.
6. Using a funnel add 2T baking soda.
7. Add ¼ cup of vinegar slowly using a funnel. Remove the funnel
and observe.
Results:
You should see red foamy “lava” oozing out of the model volcano.
The bubbles are formed from a chemical reaction between the baking
soda and vinegar releasing a gas, carbon dioxide (CO2). This gas is
the same as the gas released from a volcano was the magma is
expelled from the mantle. A volcanic eruption occurs when the
magma overflows out of the earth’s crust where lava is formed.
Lesson X
Earthquakes!
Earthquakes are the shaking, rolling and movement of the Earth’s
surface. Earthquakes are caused when the stress within the crust of
the Earth builds up, causing an area of rock to move (release
pressure) along a fault. A fault is a fracture within the earth’s crust
caused by vertical slipping or folding. The point on the fault where the
movement first begins is called the focus of the earthquake. The point
on the surface of the Earth directly above the focus is called the
epicenter.
When an earthquake occurs, energy is released. This energy is
released in the form of seismic waves. These waves travel
throughout the earth and transfer energy from one point to another.
The energy released during an earthquake causes the ground to
shake. If you are close to the epicenter of an earthquake, the shaking
is more severe than if you were farther away. Earthquakes have two
main kinds of waves of vibration. The Primary waves are waves that
are often heard before they are felt and Secondary waves are waves
that twist and shake the ground and cause most of the damage.
There are many ways to measure the intensity of an earthquake.
One way is called the Modified Mercalli. This method is measured by
how people react and feel towards the earthquake. A more recognized
and reliable method is called the Richter Scale. The Richter scale is a
mathematical measurement of the intensity of the ground shaking, as
measured on a seismograph. It is actually a measurement of the size
of waves produced by the earthquake. Earthquakes below 4.0 on the
Richter scale usually do not cause damage. Earthquakes over 5.0 on
the scale can cause damage. A magnitude 6.0 earthquake is
considered strong and a magnitude over 7.0 is a major earthquake.
The most important thing to remember during an earthquake is
safety. It is important to get under a table or desk and cover your
head by putting your hands behind your neck, face down. If the
shaking gets violent, try to hold on to the legs of a table or desk and
keep under it. If you are outside, stay away from buildings.
Interesting facts
*The San Andreas Fault is over 800 miles lon!
After shocks are small earthquakes that occur after major
earthquakes.
Class Demonstration
By using a slinky you can visually demonstrate the difference
between P-waves and S-waves to you students. With two student
volunteers holding the slinky in an outstretched parallel position, have
one student pull slightly on the slinky. Then have the other student
pull slightly on the slinky. Observe the slinky move in and out. This is
a great example of a P-wave. To show an example of a S-wave have
students sit in the same position, but instead of moving the slinky in
an up down path, have the students move the slinky from side to side.
The slinky will look like it is slithering like a snake. This is similar to
how S-waves move through the Earth.
http://regentsprep.org/Regents/earthsci/units/earthquakes/earthquakes.cfm
Class Demonstration
Gelatin Earth
Purpose:
It is hard to understand how the Earth moves and how it can
damage buildings and other materials. This lesson will help students
visually understand what goes on during an earthquake.
Materials:
Prepare 4/ 6oz. boxes of gelatin dessert and place in a 9X12
metal baking pan.
sugar cubes
Plastic wrap
plates
spoons
Procedure:
1. Show students the cooled gelatin and tell them this
represents the Earth.
2. Gently tap the sides of the gelatin pan. You can see waves
traveling through the gelatin. This is what an earthquake
wave looks like when it goes through the earth. Tap the pan
harder and see how the waves get bigger.
3. Cover the gelatin with plastic wrap. Make sure the plastic
wrap is touching the gelatin.
4. Using sugar cubes, build a 2X2 house on top of the gelatin.
Tap the pan lightly. What happened?
5. Tap the pan harder. What happened?
6. Now, build a 2X2 house and a 3X3 house on the gelatin. Tap
lightly. Observe. Tap harder. What sugar cube house fell
first? Why?
If time permits divide the students small groups. Using a spatula, slice
the gelatin into cubes and give each group a square of gelatin. Have
the students try to “build” their own sugar cube houses. Simulate
earthquakes. Use frosting as glue to hold the sugar cubes together.
Have fun!
Useful Internet Sites
http://library.thinkquest.org/J002289/. This Planet really Rocks; All
about Rocks and minerals. A great site with fun facts. It’s written so
students can easily understand.
www.mii.org. Mineral Information Institute. An excellent site about
mineral with lots of free lesson, worksheets and valuable information
about minerals.
http://iknowthat.school.aol.com/AOLAtSchool/volcano/volcano_movie.
html. A wonderful interactive volcano to watch. Students can observe
what really happens when a volcano is active with this illustrated
animation.
http://www.nationalgeographic.com/ngkids/0403/main.html.
Information on the 1994 Northridge Earthquake and other
earthquakes.
http://www.nationalgeographic.com/ngkids/0312/main.html. Excellent
presentation on volcanoes.
http://www.nationalgeographic.com/forcesofnature/interactive/index.h
tml?section=e. This site has a level where you can change the
intensity of an earthquake demonstrating what happens at different
intensities.
http://www.minsocam.org/MSA/K12/uses/uses.html. A fun game like
activity where students can find out what minerals they have in their
house and how they are used.
http://earthquake.usgs.gov/4teachers/EQ101.htm. A terrific power
point presentation on earthquakes. Geared for middle schoolers to
high schoolers.
http://library.thinkquest.org/J002289/rcycleact.html. A fun rock cycle
activity.
http://library.thinkquest.org/J002289/name.html. A fun interactive
quiz on rocks and minerals.
http://www.fi.edu/fellows/payton/rocks/index2.html. Rock Hounds.
Just about everything to help you learn and teach about rocks and
minerals.
http://www.teach-nology.com/teachers/lesson_plans/. Great lesson
ideas on geology.
http://teachnet-lab.org/ps101/bglasgold/rocks/overview.htm. Let’s
Rock! A unit on rocks and minerals for 3rd – 5th grade.
http://school.discovery.com/lessonplans/. Discovery Schools has
wonderful lesson plans on many subjects.
http://www.eduref.org/cgi-bin/lessons.cgi/Science. Excellent lesson
plans in many areas.
http://www.fema.gov/kids/quake.htm. A great site for kids on
earthquakes.
http://www.data.scec.org/. The Southern California Earthquake Data
center.
http://www.msnucleus.org/membership/html/k6/pt/dictionary/ptdictionary.html. A great dictionary on volcanic and
earthquake terms.
http://www.cde.ca.gov/ta/tg/sr/documents/mineral5.pdf. mineral
identification table
http://www.stf.sk.ca/teaching_res/library/teach_mat_centre/tmc/e106
25/e10625.htm. A Rocks, minerals and fossils lesson for 4th grade.
http://www.puzzlemaker.com/. A great site to make puzzles for your
classroom.