IDENTIFYING MINERALS
Lesson Plan
TARGET AUDIENCE
Third through Sixth grade
STANDARDS
VA grades 3-5: Scientific investigation, reasoning and logic; Matter.
MD grades 3-6: Constructing knowledge; Communicating scientific information; and
Materials and processes that shape a planet.
DC grade 3-6: Scientific thinking and inquiry; and Earth science..
* See page 4-5 for an in-depth list of standards of learning covered in this program.
OVERARCHING GOAL
To observe, compare and contrast, and test minerals and use the resulting information
to identify them.
STUDENT OBJECTIVES
1. Students will observe, compare and contrast a variety of rocks and minerals.
2. Students will test a variety of rocks and minerals for their luster, streak,
scratch, color, and magnetism.
3. Students will compare and contrast their activity results with a comparable
exhibit in the Geology, Gems, and Minerals Exhibit hall.
STUDENT OUTCOMES
1. Students will describe the characteristics of minerals.
2. Students will identify a variety of rocks and minerals based on their luster,
streak, scratch, color, and magnetism.
MATERIALS, RESOURCES, TIME, SPACE
Materials: A variety of rocks and minerals for demonstration and visual reinforcement.
A tray of 5 minerals for describing and testing, magnifying glasses; Identifying Minerals/
Discovery Room Activity Sheet #1, Identifying Minerals/ Discovery Room Activity
Sheet#2, Mineral Classification Chart, Identifying Minerals/ GGM Exhibit Activity Sheet,
Time: 45 minutes in the Discovery Room.
Space: Discovery Room; Geology, Gems, and Minerals Exhibit.
Denotes helpful suggestions and/or accommodations!
1
PROCEDURE
Welcome: Scientist Discussion (2 minutes):
Teachers and students are welcomed. The lesson begins with the instructor referencing
a scientist in the museum who studies the earth (which includes studying minerals):
Geologists. Students will practice being Geologists as they explore different minerals
and learn how to identify them using two important tools – their sense of “sight” and
“touch”.
Brainstorming (Focus on Students Previous Knowledge) (5 minutes):
First, students will be asked to think about what they already know about identifying
minerals (this will activate prior knowledge and help the students become more
comfortable providing thoughts). Students will be asked to think of rocks, gems or
minerals they have seen… How would they describe them?
Students will provide descriptions of the rocks and minerals, describing what they “see”
and “feel”. Examples of both rocks and minerals will be passed around to help support
students in their brainstorming. As students provide descriptions the instructor will
strategically place them into 4 groups without headlines. This will prepare them for their
next activity.
When a large enough list has been created students will be asked what each group has
in common; what do all the words describe (this will help with observation, interpretation
and prediction skills)? For example, rough, smooth and bumpy all describe Texture.
Other groups to be discussed: Hardness, Color and Luster. The instructor will explain
that Texture, Color, Luster and Hardness are all physical characteristics scientists look
at when identifying minerals.
Helpful Suggestion: Remind students to use their senses, “eyes” and “hands”, when
describing the minerals. Encourage them to reflect on what they “see” and “feel”.
Remind them that there can often be more than one right answer.
For children with reading, auditory disorders and ESL, it may help to review what the
words mean after the group brainstorm. You can also draw a picture to visually remind
students of the word’s meaning.
For their first activity, students will work in teams and use their observation skills to
examine and describe 5 different minerals, just like in the group brainstorm. First they
will describe how the mineral “looks” and “feels”. Second, they will chose a
characteristic that is unique to each mineral in comparison to the other minerals (E.g.
one mineral might be FLAT compared to the other minerals, one might be a unique
color). This activity will help students become more comfortable and familiar with
observing characteristics, in – particular similarities and differences.
Centers (Exploration and Discussion in Small Groups) (5 minutes):
The students will be divided into five groups. Each group will be provided one tray of 5
different minerals. Each station will be managed by one chaperone/and or volunteer
who will record what the student’s say in order to enhance the student’s flow of thinking.
Students will be encouraged to work as a team, talk out loud and that there is often
more than one right answer. If stumped, students should refer to the list of
characteristics generated during the group brainstorm.
2
First, students will describe what they “see” and “feel” (Focus on Observation Skills) –
think about texture, color, hardness and luster. Second, they will chose a characteristic
that is unique about the mineral. What stands out in comparison to the other minerals?
Helpful Suggestion: Throughout both activities, always ask the students for their
ideas first, however, you may need to model effective thinking and/or problem solving
skills. For children with ADD, ADHD and visual processing difficulties, the minerals
will be numbered and correspond with numbers on the activity worksheet to function
as a reference during group discussion as well as help with organization.
Reconvene (Modeling for Small Group’s Activity 2) (5 minutes):
The students will reconvene after completing their first step as scientists. They used
their observation skills to describe the minerals.
For the next activity students will take their scientist skills one step further. They will
return to their groups and conduct a series of tests, which will help them gather more
information about their minerals.
In order to provide a visual model of thinking for the students, the instructor will
briefly model each test: Luster, Streak, Color, Scratch and Magnetism. Additional
visuals, information and questioning will be provided when appropriate to reinforce
information.
There are 5 different tests to complete, so each individual is encouraged to take a turn
at conducting a test. When finished, they can look at the answer key. Review their test
results and match them to a mineral. If they are uncertain about any of their answers,
they can retest… this is part of being a scientist!
Centers (Exploration and Discussion in Small Groups) (20 minutes):
The students return in their groups. The chaperone/ and or volunteer will guide them in
conducting each test. Students should also take turns recording in order to help
practice documenting in charts.
Helpful Suggestion: Remind students that there are many tests to perform, so all
members of the group should have the chance to perform a test. It is important to
discuss with their classmates, listen to ideas and work as a team.
For students with processing difficulties and ESL, review the definitions of the
characteristics on Activity Sheet #2 and give examples.
When the students are finished conducting the tests, the chaperone / and or volunteer
will provide the group a Mineral Key so they can compare their findings with listed
characteristics and discover the names of the minerals, which they should then
document on their charts. Retest if necessary!
Reconvene (Reflective Thinking) (5 minutes):
To take the student’s thinking one step further and to prepare them for their post lesson
activity, the instructor will display a powder and ask the students: Which mineral from
today’s testing do they think is in the powder? WHY? They should use reasoning
based on their testing. Think of color & hardness. (E.g. Talc is soft and white). In other
words, they could eliminate the hard minerals and minerals which streak tests weren’t
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white. Students will be encouraged to use the information gathered from their tests to
determine or make educated guesses regarding minerals in everyday objects.
Students will be asked to give themselves a round of applause for being such excellent
Geologists today!
Closure (Thinking Post Lesson) (2 minutes):
Students will be encouraged to visit the Gems and Minerals Hall to examine the ways in
which scientists have organized the displays. Their challenge is to find the minerals
they identified and find out how people use these minerals in everyday life, as
demonstrated through the use of talcum powder in the reflective thinking.
The students and teachers will be thanked for coming, and also the chaperones for their
assistance. Students will be encouraged to visit again!
4
STANDARDS
VA grades 3-6
 3.1: a) observations are made
g) data is gathered and charted into a table
 3.3: Students will understand that objects are made of materials that can be
described by their physical properties.
 4.1: a) Distinctions are made among observations, conclusions, inferences and
predictions.
 5.1: a) Minerals are identified using a classification key
e) Data are collected and recorded into a table form.
h) An understanding of the nature of science is developed and reinforced.
 6.1: a) Observations are made that can be used to discriminate similar objects.
k) An understanding of the nature of science is developed and reinforced.
MD Grades 3-6
 Grades 3-5:
o Standard 1.A.1.d) Recognize that the results of scientific investigations are
seldom exactly the same, and when the differences are
large, it is important to try to figure out why.
e) Follow directions carefully and keep accurate records of
one’s work in order to compare data gathered.
o Standard 1.C.1.a) Make use of and analyze models, such as tables and
graphs to summarize and interpret data.
 Grade 5:
o Standard 2.A.3.a) Observe and classify a collection of minerals based on
their physical properties.
 Grade 6:
o Standard 1.A.1.g) Give reasons for the importance of waiting until an
investigation has been repeated many times before
accepting the results as correct.
DC Grades 3-6
 3.1.3. Keep and report records of investigations and observations using a table.
 3.1.4. Discuss the results of investigations and consider the explanations of
others.
 3.1.5. Demonstrate the ability to work cooperatively while respecting the ideas of
others and communicating one’s own conclusions about findings.
 3.1.8 Appropriately use simple tools such as paper clips, magnets and scratch
tiles to help solve problems.
 4.1.1. Recognize and describe how results of similar scientific investigations may
turn out differently due to inconsistencies in methods, materials, or
observations, or the limitations of the tools used.
 4.1.4. Write descriptions of investigations, using observations as support for
explanations.
 4.1.6. Identify better reasons for believing something rather than citing comments
such as, “Everybody knows that,” “I just know,” or “Because they say,” and
discount such reasons when given by others.
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




4.4.1. Define a mineral as a naturally occurring, crystalline inorganic solid
substance. Recognize that each mineral has its own characteristic
properties (e.g., quartz, mica).
4.4.2. Describe the physical properties of minerals, including hardness, color,
luster, cleavage, and streak, and recognize that one mineral can be
distinguished from another by use of a simplified key.
5.1.1. Recognize and describe how results of similar scientific investigations may
turn out differently because of inconsistencies in methods, materials, and
observations, or limitations of the precision of the instruments used.
6.1.1. Identify processes all scientists use to investigate natural phenomena,
such as collection of relevant evidence, the use of reasoning, the
development and testing of hypotheses, and the use and construction of
theory in order to make sense of the evidence.
6.1.8. Record and organize information in simple tables and graphs, and identify
relationships they reveal.
6
IDENTIFYING MINERALS
Background Information for the Teacher
Note:
You do not need to share this information with students before the program. Some of it will be
discussed in the program or you may use it to enrich post-activities or future activities.
Mineral
Minerals are naturally occurring materials that make up every rock and pebble in the
Earth’s crust. Minerals are all formed by natural processes and have a crystalline
structure.
Gem
Gemstones are mineral crystals that are beautifully colored or sparkling and are tough
enough to be cut and polished. There are over 3,000 different kinds of minerals, but
only about 130 of them are gemstones. Of these, only about 50 are commonly used.
The rarest and finest kinds of gemstone are called precious gems; more common kinds
are called semiprecious gems.
Look of a Mineral
 Reniform—rounded, bubbly shape rather like kidneys. Hematite is reniform.
 Botryoidal—rounded, bubbly shape rather like a bunch of grapes.
 Acicular—very thin, needle-like crystals.
 Tabular—flat crystals.
 Massive—minerals which seem to have no definite shape.
Streak
A mineral’s streak is the color of the powder left when the mineral is scraped across a
special unglazed tile. While many minerals vary in color to look at, their streak typically
remains the same color. To test for streak locate a porcelain kitchen or bathroom tile.
Turn it over and use the unglazed back. Break the rock down into individual minerals if
you can. If you use a lump of rock, scratch with the mineral you want to identify.
Hardness
The ten-point hardness scale, called the Mohs scale after Friedrich Mohs, Professor of
Mineralogy, who invented it in 1812, is used as a standard measure of mineral
hardness.
Mohs Number
Mineral
Mohs Number
Mineral
1
2
3
4
5
Talc
Gypsum
Calcite
Fluorite
Apatite
6
7
8
9
10
Orthoclase
Quartz
Topaz
Corundum
Diamond
7
Luster
The way the surface of a stone looks when it reflects light.
 Dull—no reflection.
 Greasy—like the surface of margarine or butter, shiny but not as bright as glass.
 Metallic—like the surface of metal, such as steel.
 Silky—no reflection.
 Vitreous—like glass, very shiny.
Gravity
When comparing two objects, the heavier one has a greater specific gravity. To be
accurate with specific gravity you should always compare the weight of the specimen
with the weight of an equal volume of water. Water has a specific gravity of 1. Most
minerals have a specific gravity of at least 1 (which is why they sink). Most are about
2.5 to 3.0, but some are much higher. Gold, for example, has a specific gravity of 19.3.
See Pellant (1997) for formula for calculating specific gravity.
Cleavage
 Flat flakes—breakage in one place (e.g., mica).
 Long blocks—breakage in two planes results in (e.g., feldspar).
 Cubic chips—breakage in three planes at right angles to each other (e.g., halite).
 Rhombic—breakage in several planes at oblique angles to each other (e.g.,
calcite).
Magnetism
Platinum, iron ore, magnetite (sometimes called lodestone), and pyrrhotite act as
natural magnets.
Color
The mineral composition results in a range of colors. Three different colored samples
may not be different minerals, but simply different colored versions of the same mineral.
Fracture
Not all minerals cleave along flat planes. Many break unevenly. This is called fracture.
 Conchoidal—fragments are like shells
 Hackly—jagged
 Splintered
Chemical Composition
Every mineral is made from a particular combination of chemicals. A few, like gold and
sulfur, are pure, or “native,” elements; most are chemical compounds, made from
certain elements bound together.
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List of Minerals and Gems and their characteristics
Gem/Mineral Hardness Gravity Cleavage Fracture
Quartz Gems
7
Avg
None
Agate
7
Avg
None
Opal
5.5-6.5
Low
None
Garnet
6.5-7.5
High
None
Tourmaline
7-7.5
Average
Indistinct
Conchoidal
Topaz
Over 7
Higher
than
average
Perfect
Uneven
Zircon
7.5
Poor
Uneven to
conchoidal
Jade
Under 7
Higher
than
average
Average
Good
Splintery
Lapis Lazuli
5-5.5
Average
Poor
Uneven
Hematite
6.5
High
None
Conchoidal
Malachite
3.5-4
Perfect
Uneven to
conchoidal
Azurite
3.5-4
Perfect
Conchoidal
Turquoise
5-6
Higher
than
average
Higher
than
average
Average
Good
Conchoidal
Luster
Uneven to Vitreous
conchoidal
Conchoidal Vitreous or
waxy
Conchoidal Vitreous or
resinous
Uneven or Vitreous
conchoidal
Chemical
Composition
Silicon dioxide
Silicon dioxide
Silicon dioxide
w/ water
Silicate of
aluminum,
with iron,
calcium
Vitreous
Complex
silicate of
many metals
like sodium,
magnesium
and iron
Vitreous
Silicate of
aluminum,
with fluorine
and water
Vitreous,
Zirconium
adamantine silicate
or greasy
Vitreous or Silicates of
greasy
sodium,
calcium,
aluminum and
iron
Dull
Complex
silicate with
sodium,
calcium,
aluminum,
chlorine and
sulfur
Metallic to
Iron oxide
dull
Vitreous or Carbonate of
silky
copper, with
water
Dull or
Carbonate of
vitreous
copper, with
water
Vitreous or A phosphate
dull
of copper and
aluminum,
with water
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Gem/Mineral
Hardness
Gravity
Cleavage
Fracture
Luster
Gold
2.5-3
None
Rough
Metallic
Silver
2.5-3
None
Rough
Metallic
Diamond
10
Very
high
Very
high
High
Perfect
Conchoidal Brilliant
Beryl
7-8
Average
Poor
Conchoidal Vitreous
to uneven
Ruby
6.5-7.5
3.3-4.3
None
Conchoidal Vitreous
Sapphire
9
Higher
than
average
None
Conchoidal Vitreous
Chemical
Composition
A metallic
element
A metallic
element
The element
carbon
Silicate of
beryllium and
aluminum
Oxide of
aluminum
Oxide of
aluminum
Glossary
acicular Adjective. Very thin, needle-like crystals that a mineral may take.
botryoidal Adjective. Round or bubbly shape that a mineral may take.
chemical compounds Noun. Minerals that are made from certain elements bound
together.
cleavage Adjective. The way a mineral breaks.
composition Noun. The particular combination of chemicals that make up a mineral.
conchoidal Adjective. When the fragments that the mineral breaks up into are shaped
like shells.
fracture Verb. When a mineral breaks unevenly.
gem Noun. Mineral crystals that are beautifully colored or sparkling and are tough
enough to be cut and polished.
gravity Noun. Heaviness or weight.
hackly Adjective. When a mineral fractures, or breaks, in a jagged manner.
luster Adjective. The way the surface of a stone looks when it reflects light.
magnetism Noun. The properties of attraction possessed by magnets.
mineral Noun. Naturally occurring materials with a crystalline structure.
Mohs scale Noun. Ten point hardness scale used as a standard measurement of
hardness for minerals and developed and named after Friedrich Mohs.
precious gem Noun. Rare and fine quality gemstone.
pure element Noun. Chemical element consisting of only one stable isotope.
rhombic Adjective. A type of cleavage in minerals where breakage occurs in several
planes at oblique angles to each other.
reniform Adjective. When a mineral has a round and bubbly shape.
semiprecious gem Noun. More common forms of gems.
streak Adjective. The color the mineral leaves behind when it is scraped across a
special type of unglazed tile.
tabular Adjective. When a mineral has crystals that have a flat appearance.
vitreous Adjective. Very shiny, like glass.
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Resources
Suggested Web Sites:
Smithsonian National Museum of Natural History
The Dynamic Earth http://www.mnh.si.edu/earth/
U.S. Geological Survey
The Learning Web http://www.usgs.gov/education/
Suggested Books:
Pellant, C. (2002). Rocks and Minerals, Smithsonian Handbooks. New York, NY:
Dorling Kindersley Publishing.
Dietrich, R. V. and Skinner, B. J., (1990). Gems, Granites, and Gravels: Knowing and
Using Rocks and Minerals. London, UK: Cambridge University Press.
References
Cheney, G. A. (1985). Mineral Resources. New York, NY: Franklin Watts.
Pellant, C. (1999). Collecting Gems & Minerals. New York, NY: Sterling Publishing
Co.
11
IDENTIFYING MINERALS
Discovery Room Activity Sheet #1
Student Names: _______________________________________________________
Observe the 5 minerals provided in your tray: 1.) Describe what you “see” and “feel”. Reflect
on the group brainstorm. Think about color, texture, luster, etc. List as many physical properties
(characteristics) you can think of. 2.) What physical properties are “unique” to each mineral?
What stands out when you compare it to the other minerals?
Mineral
Number
Physical Properties: “What do you see and feel?”
What physical properties are
unique to this mineral?
1
2
3
4
5
12
IDENTIFYING MINERALS
Geology, Gems & Minerals Hall Activity Sheet
Names:
__________________________________________________________________
Pick one of these minerals, find out where it is found, and if possible, what it is used for.
How many uses can you find?
Mineral /exhibit
location
Where in the
world is it
found?
Uses
Graphite
Diversity Study
Gallery, Native
Elements
Hematite
Biotite
Diversity, Silicate
Family (look under
Muscovite)
Talc
Diversity, Silicate
Family
Magnetite
Diversity Study
Gallery,
Oxides/Carbonates
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IDENTIFYING MINERALS
Post Activity to do in the classroom
Reconstructing the Classroom
Objectives: Listed in the beginning of the lesson plan
Time: 55 minutes
Materials: Activity sheets from Museum visit, “Important U.S. mineral resources and
their uses” information from teacher packet and Post activity work sheet.
Post Activity Discussion (15 min)
Students share their findings from the Geology, Gems, and Minerals hall. Teacher lists
the uses for the minerals identified at the Museum.
Post Activity Application/Problem Solving (20 min):
Hand out a copy of the “Important U.S. mineral resources and their uses” sheet from the
teacher packet. Explain that the students will now investigate their classroom to find out
how many different minerals it would take to “reconstruct” the classroom. Hand out the
“Identifying Minerals post activity sheet” and have the students work in groups to identify
the minerals used to make important objects in the room. These objects can be things
in the room as well as the room structure and infrastructure (walls, wiring and water
supply, for example)
Post Activity Discussion (20 min):
Members from each group present their findings to the class.
Extension: If time allows, students can research where in the world to find the minerals
used to “reconstruct” the classroom and use maps to in their classroom presentation.
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IDENTIFYING MINERALS
Post Activity Sheet
Names:
__________________________________________________________________
Your challenge is to find the different minerals that are needed to “reconstruct” your
classroom. Look at the objects in your classroom. What minerals are needed to make
them?
Mineral Name
What does it make?
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IDENTIFYING MINERALS
Important U.S. Mineral Resources & Uses
MINERAL RESOURCE
USES
Aluminum
Used in airplanes, rockets, ships, tractor trailers; wire; firefighter
suits
Antimony
Batteries, lead alloys, fire-proofing, ammunition
Arsenic
Insecticides, herbicides, copper alloy
Beryllium
Copper alloy used in computers, electronic communication
equipment, nuclear reactors
Bromine
Gasoline additive, fire extinguishers, manufacturing processes
Cadmium
Batteries, pigments, metal plating
Copper
Wires, electric motors, generators, electric equipment, roofing
and plumbing materials, cooking utensils, coins
Diatomite
Filters
Gallium
Microwave, solar energy, laser, and electronic equipment
Garnet
Abrasives
Gold
Used to back up a country’s economic wealth ; jewelry; coins
Gypsum
Wallboard
Iron
Steel
Lime
Cement, fertilizer, chemicals
Lithium
Chemicals, nuclear fuel, batteries, TV tubes
Magnesium
Flash bulbs; metal
Mercury
Chlorine, appliances
Mica
Electronics, paint, electric insulation
Molybdenum
Steel alloys
Nickel
Aerospace and defense industries (helps to resist corrosion)
Potash
Fertilizer
Silver
Used to back up a country’s economic wealth; jewelry; coins
Titanium
Vanadium
Aircraft engines, rockets, submarines, paint, ink, and paper
Ingredient in steel and titanium alloys used in many aircraft
parts
Zinc
Vehicles, radiators, tubing, rubber
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IDENTIFYING MINERALS
Discovery Room Activity Sheet #2
Student Names: _________________________________________________
Conduct the following tests on the minerals in your tray. Place the results in the chart below. When you are
finished filling out the chart; compare your results with the mineral key provided. Discover the name of each
mineral by matching your results to one of the mineral descriptions. Remember, it is ok to ‘retest’… that is
part of being a scientist! Record the names of each mineral in the chart.
Number
Luster
(metallic or
nonmetallic)
Streak
Color
Scratch
Magnetism
(harder or
softer than a
paper clip)
(yes/no)
Name
1
2
3
4
5
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