Slide 1
Part One:
Grade 5 Essential Lab # 12
Physical Properties of Minerals
Part Two:
Identification of the Three Types of Rocks:
Sedimentary, Igneous, Metamorphic
Mary Tweedy, Curriculum Support Specialist
Teacher Notes
Part One:
Grade 5 Essential Lab # 12
Physical Properties of Minerals
Part Two:
Identification of the Three Types of Rocks:
Sedimentary, Igneous, Metamorphic
Division of Mathematics and Science
Mary Tweedy, Curriculum Support Specialist
Division of Mathematics and Science
Slide 2
Essential Lab # 12 Benchmarks
SC.4.E.6.2 Identify the physical properties of common earth-forming minerals,
including hardness, color, luster, cleavage, and streak color, and recognize the
role of minerals in the formation of rocks
SC.4.N.1.1 Raise questions about the natural world, use appropriate reference
materials that support understanding to obtain information (identifying the
source), conduct both individual and team investigations through free
exploration and systematic investigations, and generate appropriate
explanations based on those explorations.
SC.4.N.1.2 Compare the observations made by different groups using multiple
tools and seek reasons to explain the differences across groups.
SC.4.N.1.6 Keep records that describe observations made, carefully
distinguishing actual observations from ideas and inferences about the
observations.
LACC.5.SL.1.1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics
and texts, building on others’ ideas and expressing their own clearly.
Slide 3
Engage
Minerals and You
Every solid material made from nature that’s
neither plant or animal--not a living thing is a
mineral or made from minerals. Minerals touch
our lives in hundreds of ways each day. Life
as we know it would not exist without them.
What are some minerals that touch your lives?
What are minerals?
Engage - Display some minerals and say: You wake up in
the morning and turn on a light. You wash your face,
brush your teeth, and get dressed. You turn on the TV
and eat breakfast – a bowl of cereal, a glass of juice, or
maybe toast and an egg. You gather your book bag and
head out the door—ready to start the day. And almost
everything you’ve done so far– and everything you’ll do
for the rest of the day—would be impossible without
minerals. Click on hyperlink: Minerals and You and or
see optional handout: The Importance of Minerals in our
Lives for more information. Ask: What are some
minerals that touch your lives? Students record
responses in their notebook/journal. Ask so what are
minerals? That’s right: solid material made from nature
that is neither plant or animal—plus--not a living thing is
a mineral or made from minerals. Students write
definition in their notebook.
Let’s look at some mineral resources to see what else we
can learn. Go to the next slide.
Slide 4
What is a Mineral?
http://library.thinkquest.org/J002289/index.html
• A solid material that is formed by nature in or on Earth’s crust
• A material that has a crystal form
• A material that is not formed by a living thing
• A material that has its own set of properties: (Discovery)
How are minerals identified? (free BrainPop)
http://glencoe.mcgraw-hill.com/sites/dl/free/0078778026/164213/00044674.html
•
•
Slide 5
color
luster
streak color
cleavage
hardness
Minerals by Name
Lab # 12
Physical Properties of Minerals
Mineral Detective
• Essential Question:
How are minerals identified?
• Materials:
Mineral specimens
penny (1982 or older)
paperclip (steel blade)
Slide 6
hand lens
streak plate
magnet
Procedures
1. Read the Mystery Mineral Worksheet. Look carefully at each
property and its descriptions at the top of worksheet.
2. Choose a mineral to observe and record its identification # on
the worksheet.
3. Observe and perform the physical property tests and record
the results.
4. Repeat for each different mystery mineral.
5. Share and discuss mineral property observations within your
group.
6. Use the Mineral Identification to compare observation results
with the Mineral Identification Key to determine the real
identity of the minerals.
7. Record each mineral’s identity in column one.
8. Share mineral identification results with your group and the
whole class.
Explore and Explain: Show samples of minerals. Ask
students, what are minerals? (previous slide) Listen to
ideas. Have students watch the video that is hyperlinked
(What is a Mineral?) and also look at SF textbook p. 282
and find the definition. Have a volunteer read it. A
mineral is defined as a naturally occurring solid that has
regular arrangement of particles in it. What does this
mean? Let’s find out what information is given on the
online site at:
http://library.thinkquest.org/J002289/index.html Go to
the Table of Contents, select What is a Mineral? Click Go.
Review the site with students and have them define
mineral in their journals. If available, read ScienceSaurus
handbook pp. 160-163 to learn how scientists define
minerals. Students take notes and define a mineral. Then
ask students to give you properties that all minerals
have. You can also have students read in their SF gr.
5 book pp. 282-283, lesson 5: How are minerals
identified? (If you have Discovery click on A material
that has its own set of properties and/or play
How are minerals identified? (free BrainPop).
Then ask: What are the properties that scientists use to
identify one mineral from another?
Have students list them in their notebook. (color,
streak color, hardness, luster, cleavage)
optional: view Minerals by Name
Explore: A head of time go over the Procedures for the
Teacher from Essential Lab # 12:
Display the collection of minerals again. Ask how can we
find out the identity of these mystery minerals? Say let’s
take a look at another site called Mineral Detective (click
above detective clip art) at
http://www.oum.ox.ac.uk/thezone/minerals/detect/inde
x.htm . Discuss what they learned.
Pass out the following materials listed above and
the lab sheet. Do steps 5 & 6 from Procedures for
the Teacher. Go to the next slide and go over student
procedures on the lab sheet.
Explore Lab continued: Read over the procedures with
the students. If you have not gone over how to use the
identification tools, do it now and also go over the
Mineral Identification Keys.
Slide 7
Using Physical Properties to Identify the Mystery Minerals
Sample #
Color
Streak
Luster
Hardness
Other
Color of mineral
when it’s scratched
across streak plate
Glassy-shines like
glass
Dull-earthy/chalky
Metallic-looks like
metal
Waxy/pearly-has a
muted shine
Mohs Scale
Scratched by
1 Fingernail-easily
2 Fingernail
3 Penny-easily
4 Penny
5 Steel (paperclip)
6 glass
7-10 Will scratch
Glass/steel
Magnetic
Texture
Smell
Shape
Flakes into sheets
Explain/Evaluate:
DATA: After group discussions come back to this page
and have volunteers share out the identification results.
#____
________
(identity)
#____
________
(identity)
#____
_________
(identity)
#____
_________
(identity)
#____
______
(identity)
#____
________
(identity)
Slide 8
Mineral Identification Keys:
Some Common Minerals and Their Properties Key
Name
Graphite
Mica
Halite
Galena
Calcite
Magnetite
Pyrite
Feldspar
Quartz
Color
Black
Colorless
Colorless
Gray
Colorless
Black
Golden
Various
Various
Dark green
Hornblende
to black
Streak
Black
White
White
Gray
White
Black
Black
White
White
Luster Hardness
Metallic
1
Pearly
2.5-3
Glassy
2.5
Metallic
2.5-3
Glassy
3
Dull
5.5-6.5
Metallic
6-6.5
Glassy
6-6.5
Glassy
7
Gray Glassy
5.5
Explain: Students use keys to help with the identification
of their mystery minerals.
Other Properties
Crystals are rare.
Flakes into sheets
Salty taste
Crystal Cubes
Crystalline
Magnetic
Looks like gold
Two cleavages
Round fracture
Splintery appearance
Additional Mineral Identification Keys:
•
•
Slide 9
Grade 5 Scott Foresman p. 284
http://www.pitt.edu/~cejones/GeoImages/1Minerals.html
Group Discussion
Beginning with the shortest person in your
group, take turns going around the table in
a clockwise direction sharing the identity of
one of the minerals identified.
Explain: After group discussions come back to previous
slide and have volunteers share out the identification
results.
• Do you all agree on its identity? How do your
observations (evidence) compare with the others in
the group?
• Continue until all minerals have been shared.
Then answer the following:
• Which was your easiest mineral to identify? Why?
Your hardest? Why? Share within your group.
Slide 10
Evaluation
Evaluate
1. Name and explain three of the mineral properties
you observed?
2. Why do you think color may not be the best way
to identify minerals?
3. How did the hand lens help with observing
properties of the minerals?
4. What was the most difficult mineral to identify?
Why?
Slide 11
Minerals Review
1. Rocks are made of _____, which are
natural, nonliving solid crystals.
2. The way a mineral’s surface reflects
light is called its __________.
3. The way a mineral can tend to break
along lines or smooth surfaces when hit
sharply is its ___________.
4. _________ is the color of a
mineral when it is powdered. It
is often different from the color of
the whole mineral.
5. The measure of the mineral’s
resistance to scratching is its _______.
A. Cleavage
B. Hardness
C. Luster
D. Minerals
E. Streak Color
Evaluate: Students match up the use of a vocabulary
word with the sentence that uses it correctly.
Slide 12
Sample FCAT 2.0 Question
Evaluation
1. Eddy is trying to identify a mineral by
observing its luster. This means that he is
doing which of the following?
Answer: A.
A. observing the way the mineral reflects light
B. scratching the mineral with other objects or
minerals
C. examining the color the mineral makes when
rubbed across porcelain
D. feeling the mineral to determine if it is rough,
smooth, greasy, or glassy
SC.4.E.6.2
Slide 13
Sample FCAT 2.0 Question
2.Tanya is trying to identify an unknown mineral.
To identify the mineral, Tanya breaks it and
observes the planes and patterns formed along
the break.
Which property of minerals is Tanya testing?
A.
B.
C.
D.
Slide 14
cleavage
hardness
luster
texture
Evaluation
Answer: A.
SC.4.E.6.2
Sample FCAT 2.0 Question
Evaluation
3. Samantha is identifying different minerals
she found on vacation. Which property of
the minerals will Samantha be LEAST able
to determine by using only her eyes?
Answer: B.
A.
B.
C.
D.
color
hardness
luster
texture
SC.4.E.6.2
Slide 15
Extension
Extension
Gizmo Activity:
• Mineral Identification
Slide 16
Benchmark SC.4.E.6.2 also assesses SC.4.E.6.1
SC.4.E.6.1 Identify the three categories of rocks: igneous, (formed from
molten rock); sedimentary (pieces of other rocks and fossilized
organisms); and metamorphic (formed from heat and pressure.
Content Limits and Clarifications
•
•
•
•
•
•
•
•
Students will identify and/or describe the physical properties of
common minerals.
Students will describe and/or explain the role of minerals in the
formation of rocks.
Students will identify the three categories of rocks and how they
were formed.
Items will not assess the identification of a specific mineral based on
its properties.
Items addressing common minerals are limited to quartz, feldspar,
mica, calcite, talc, pyrite, and graphite.
Items will not require the identification of specific mineral
composition of any type of rock.
Items will not require knowledge of Moh’s hardness scale.
Items will not assess the rock cycle.
For the teacher
Slide 17
Part Two: Identification of the Three Types of Rocks
Essential Question:
What are Rocks?
Rocks …
• Solid earth material
• Make up the crust of the Earth
• Mixture of one or more minerals
• Range in size from giant mountains to grains of sand
• Can be smooth or rough, shiny or dull, one color or
many colors
More about Rocks from Discovery
Slide 18
Essential Question:
What are the Three main types of rocks?
1. Sedimentary Rock
1.
Igneous Rock
3.
Metamorphic Rock
Rock Type Photographs and more: http://geology.com/rocks/
Sedimentary Rocks
Slide 19
•
•
•
•
•
•
•
See
Form when layers of rock particles get pressed together at or
near Earth's surface
https://www.pearsonsuccessnet.com/snpapp/login/login.jsp
Nickname = “Layered” rocks
May contain fossils
Common near bodies of water or where water existed in the
past
Characteristics:
Layers
Loosely compacted
Distinct particles Dull
Light Colored
Light weight
http://geology.com/rocks/sedimentary-rocks.shtml for photographs and more.
Engage and explore: distribute a collections of rocks to
each group First click on the hyperlink What are Rocks (
print selection) for a discussion. Click on Rocks are for
more info. If you have Discovery click on link.
Have students define a rock and name the three main
types. Use the Grade 4 AIMS Earth Book, booklet Rock
Types for reading, note-taking and discussion.
Explore: Pass out samples of rocks that are from the 3
types for students to observe. AIMS gr. 4 Earth Science
has several lessons on identifying rocks. Students could
choose a rock one per student in a group to observe,
measure and identify its type and record in their journals.
Students can place the rocks in a group and have
members read their descriptions and see who can
identify the designated rock. Two rocks can be compared
using a VENN diagram. Rocks can be classified by size,
luster, hardness, volume, etc.
Explain: Each of the three types are hyperlinked and you
can click on them to learn more. The next slides also
provide more information on each type.
Engage/Explore/Explain: Ask the essential question and
listen to responses. Then click on Three main types to
watch a free BrainPop link . Have students name
them and list them in their notebook. If you have
Discovery click on the rock types:
1. Sedimentary Rock
2. Igneous Rock
3. Metamorphic Rock
Explore and Explain: Open hyperlink:
SedimentaryRocks and read, explore and discuss.
Have sample of sedimentary (limestone – schoolyard
/home backyard) rocks.
Students take notes on main characteristics.
Extend: Gr. 4 AIMS activity: Settling on Sediments
Log in to Pearson Success Net
Gr. 5 Take in to the Net. Go to Games and click on Earth
Science Unit, chapter 9 Active Art for Sedimentary Rock
Formation animation. ASK: What type of rocks do we find
in Miami and South Florida? (sedimentary - limestone)
How do you know? ( some answers: limestone rocks
contain fossils of ocean life from when south Florida was
covered by water. Limestone is mined here for making of
cement.)
Evaluate: What do we call the breaking down of rock that
creates sediment? That’s right- weathering.
Let’s look at some types of physical weathering. Go to
the next slide
Slide 20
Igneous Rocks
•
•
•
•
•
Form when magma (hot liquid rock) cools and hardens
Cools very fast = glassy with holes
Cools fast = glassy
Cools slow = small crystals
Cools very slow = large crystals
•
Nickname= “Fire formed” rocks:
http://geology.com/rocks/metamorphic-rocks.shtml
2
3
Pumice is a gas-charged igneous rock.
Can you identify some others?
1
5
4
granite
Slide 21
scoria
obsidian
pumice
Metamorphic Rocks
•
•
•
•
Form when underground rocks are changed due to
high pressure
Nickname = “Changed” rocks
Common in mountains
Characteristics:
Thick layers
Blended colors
Tightly compacted
Blurred particles Shiny
Explore and Explain: Open the two hyperlinks to learn
more about igneous rocks. Students identify their main
properties or characteristics and take notes.
You can look at specific types through the site and/or
actual rocks if available.
Evaluate: Ask them to identify granite (#1) obsidian (#2)
and scoria ( #3) from the picture.
See http://geology.com/rocks/metamorphic-rocks.shtml
for photographs and more.
Explore and Explain: Open hyperlink: Metamorphic
Rocks and read, explore and discuss. Have sample of
metamorphic rocks if available.
Students take notes on main characteristics.
Extend: Gr. 4 AIMS activity: Metamorphic Munchies.
See http://geology.com/rocks/metamorphic-rocks.shtml for photographs and more.
Rock Type Photographs and more: http://geology.com/rocks/
Slide 22
How Rocks Formed Song
(Sing to the tune of “Row, Row, Row Your Boat”)
Adapted from
Utah Elem. CORE
Academy 2006
Sedimentary rock
Has been formed in layers
Often found near water sources
With fossils from decayers
Then there’s igneous rock
Here since Earth was born
Molten lava, cooled and hardened
That’s how it formed
These two types of rocks,
Can also be transformed
With pressure, heat, and chemicals
Metamorphic they’ll become
http://geology.com/rocks/
Engage/Explore Explain: Sing song. What formation
clues for each of the three rock types are identified in the
song? Take notes.
Materials: Two Igneous Rocks (obsidian and pumice or
scoria*)
Two Sedimentary Rocks (conglomerate and compact
limestone or chalk*)
Two Metamorphic Rocks (slate and marble*)
*Suggested rock types or use photographs from the
http://geology.com/rocks/ site
Procedures for Exploration: See Rock Observation… TE
Divide class into small groups of six students.
Pass out samples of rocks that include rocks from the 3
types. Students choose a rock to observe, and identify its
properties in their journals. Students can place the rocks
in a group and have members read their descriptions and
see who can identify the designated rock. Students use
the What’s the Rock: Reference Sheet and/or the
dichotomous key placemat sheets to classify their groups
rocks into the three types of rocks: sedimentary, igneous,
and metamorphic. (See electronic resources.)
Students explain their classifying reasoning.
Evaluation: Give each group three different rocks from
the three different types and have the students identify
the group the rocks belong to and give evidence observed
as to why.
Slide 23
What’s the Rock: Reference Sheet
1. Igneous:
•
•
•
•
Cools very fast = glassy with holes
Cools fast = glassy
Cools slow = small crystals
Cools very slow = large crystals
Rock Identification Reference Sheet
(See electronic resources for a copy for print.)
2. Sedimentary:
•
•
•
Loosely compacted
Layers
Distinct particles Dull
Light Colored
Light weight
3. Metamorphic:
•
•
•
Thick layers
Blended colors
Shiny
Tightly compacted
Blurred particles
(Adapted from Utah Elem. CORE Academy 2006)
Slide 24
Sample FCAT 2.0 Question
1. Eddy is examining two igneous rocks. He
observes that one rock is light-colored and one is
dark-colored. Both rocks have very large crystals
and are very coarse.
How can two rocks made by the same process be
so different in color?
Evaluate
Answer: D.
A. They contain different minerals.
B. They were made at different times.
C. They were worn down at different rates.
D. They cooled at different rates.
Slide 25
Sample FCAT 2.0 Question
• Dr. Gonzalez is searching for recentlyformed igneous rocks for her collection.
Where would this type of rock most likely be
found?
Evaluate
Answer: C.
A. in a deep cavern
B. on a sandy beach
C. near a volcano
D. at the mouth of a river
Slide 26
Sample FCAT 2.0 Question
Metamorphic rocks are formed under great
pressure or temperature. Which geologic process
would make a metamorphic rock?
Evaluate
Answer: C.
A. the sliding of a valley glacier
B. the deposition of sand by wind
C. the movement of Earth's crust
D. the removal of surface rock by water
Slide 27
Sample FCAT 2.0 Question
While hiking in the Everglades, Melissa finds
the fossil of clam in a rock. In which type of
rock would you most likely find a fossil?
A. Igneous
B. Metamorphic
C. Oceanic
D. Sedimentary
Evaluate
Answer: D.