Minnesota Geology—Rocks & Minerals & Matter
8.3.1.3.2-- Classify and identify rocks and minerals using characteristics including, but not limited to, density, hardness and
streak for minerals; and texture and composition for rocks.
8.3.1.3.3-- Relate rock composition and texture to physical conditions at the time of formation of igneous, sedimentary and
metamorphic rock.
8.3.4.1.1—Describe how mineral and fossil fuel resources have formed over millions of years, and explain why these resources
are finite and non-renewable over human time frames.
8.3.1.1.1—Mixtures & Pure Substance: Distinguish between a mixture and a pure substance and use physical properties including color,
solubility, density, melting point to separate mixtures and identify pure substances.
8.3.1.1.2—Metals & Nonmetals: Use physical properties to distinguish between metals and non-metals.
Essential Question 1: Why are there different types of rocks?
Learning Targets:
I can:

Explain what matter is and how it is separated into mixtures and pure substances.

Identify Sedimentary, Igneous, and Metamorphic rocks by how they look and explain how each of them are
formed and how they could be changed to become a different type of rock.
Developing Understanding:
Matter:___/8
___ Complete the “What is Matter?” probe in your notebook. Be sure to explain the “rules” you used for your
checklist & be prepared to discuss these with a whiteboard discussion.
___ Record the notes on “Matter” in your notebook & participate in the Rock Density Lab & be ready to
discuss your results as a class.
Rock Observations: ___/12
___ “Rockin’ Observations”--Choose 10 rock samples from the collection. Do detailed observations
(written/or drawn) of each rock sample. After completing this, reflect on your observations by doing
the “Rockin’ Observations Reflection Questions”.
___ Complete your research and listen to the discussion on Igneous, Sedimentary, and Metamorphic
rocks. Record the information you learn in the Rock Types Graphic Organizer and tape it into your NB.
___ Grab 4 rocks you looked at before (from the Rockin’ Observation Lab) and see if you can classify
them as igneous, sedimentary, or metamorphic. Use evidence from your observations from each to
support your decision.
Rock Cycle: ___/20
___ Participate in the Ride the Rock Cycle lab, keeping track of all of your stops along the way. Using
your Rock Cycle journey, design a cartoon to tell your story of how you (as a rock) were changed as you
went through a “sped up” version of the Rock Cycle. Be sure to label what processes (Heat, Pressure,
cementation, compaction, weathering, erosion, deposition, etc.) were affecting you and what type of rock
you were at each “stop” along the way (Sedimentary, Igneous, Metamorphic)
___ Listen to the discussion of the rock cycle in class. Follow along by labeling your Rock Cycle Template
(that will be taped in your NB). Make sure to ask & record the definitions of any words you don’t know!
___ Participate in the Rock Cycle Simulation Lab. Answer all “Big Picture” Questions in your NB!
Enduring Understanding:
Rocks & Rock Cycle Quiz: ___
___ As a group, you’ll be given a rock. Identify if it is igneous, sedimentary, or metamorphic. As a group
decide how you will tell the “story” of your rock’s journey through the rock cycle (cartoon, powerpoint,
song, creative writing, etc.)—have me sign off on your method of presentation BEFORE starting!
(4 points for correctly identifying rock as I, S, or M; 4 points for describing the processes that would
be most involved with your rock & how the rock cycle works)
___ When given a rock, be able to determine if it’s an igneous, sedimentary, or metamorphic rock. Be
able to explain where in the rock cycle it is “at” and what processes have and will affect your rock.
Essential Question 2: What’s a mineral and why isn’t a rock?
Learning Targets:
I can:

Tell the difference between a mineral and a non-mineral

Use properties such as luster, hardness, streak, and density to identify and name minerals

Use physical properties to distinguish between metals and non-metals.
Essential Question 3: How do rock & mineral resources impact MN & what do they have to
do with me?
Learning Targets:
I can:

Understand how mining in Minnesota has changed over time and how our state has been affected due to the
mining of rocks and minerals.

Understand the rock and mineral resources available in Minnesota and how they formed.
Developing Understanding:___/ 8 points
___Using the articles from the MN DNR, READ the content under the sections Mining in Minnesota and Mining
History.. Come up with a 3-2-1 for EACH section that lists the following in your notebook:




3 Most important things learned...Important means these should not just be "factoids"
2 Questions that you now have about Minnesota minerals / mining history
1 "Wow" from each section that you read.
Then check out this site http://www.msha.gov/KIDS/MINING.htm and click on MN and 3 other states. How
does MN compare to those states? (Don’t forget to write what other states you look at!)
_X_Grab 2 post-its (as a group)—1 for Minnesota mining and 1 for Minnesota mining history. Write the 2 questions
you had for each article. Be sure to put your group and period on the post! Place them on the poster in the
appropriate spots.
Mining Project --Enduring Understanding: ___/20
**We’re going to scout this resource:________________________________________
You are a scout for the Marvelous Minnesota Mining and Manufacturing Company (4M). Your job is to research a
Minnesota rock or mineral resource of the present or future. You will choose 1 resource to scout—each group will
have a different resource.
Some scouting options include—check with me if you have another idea:
limestone
gold
granite
iron ore
titanium
aggregate (sand & gravel)
copper
diamonds
silica sand (made of quartz)
nickel
pipestone
clay (&/or kaolin)
The FOCUS 5—Five Things You Need to Focus on as a Scout!
Prepare an electronic presentation with your group that includes the following, explained and put into your
own words: (4 points each)
___ Where in MN would you locate your mine or quarry?
___ How did this resource form—in detail—that the class will understand, of course!
___ How would this resource be used by people?
___ What environmental problems may be caused by locating your mine or quarry here?
**Pick one of the following for your 5th FOCUS:
___ Answer one of the questions that you posted on the Post-it as it relates to YOUR resource!
___ What MN community has been affected (negatively or positively) by mining of this resource?
___How have mining, processing, or production methods/strategies changed over time?
___What method of transportation would/does your resource use to get to its market?
Sites I/We used—record your sites you got your info from below OR copy and paste the URLs into a document and print for me on the day you
present! A scout needs to be well-prepared, after all!