6th Grade Science Unit:
Minerals
Unit Snapshot
Topic: Rocks, Minerals, and Soil
Duration:
Grade Level: 6
8 days
Summary
The following activities engage students in exploring how minerals have
specific, quantifiable properties that form in specific environments.
Students will perform tests to investigate various mineral properties and
use the results to identify the minerals.
CLEAR LEARNING TARGETS
“I can”…statements
____ identify minerals by testing their properties
____ use mineral properties to identify minerals.
Activity Highlights and Suggested Timeframe
Days 1
Engagement: Review common items found in a home and identify the minerals in
some of these items.
Day 2
Exploration: Students will read about the properties of mineral and create a
foldable to record details about each property.
Day 3-4
Explanation: Students will investigate properties of minerals by performing various
tests and identify the minerals based on their properties.
Days 5-6
Elaboration: Research a mineral and a rock to give details about each and their
uses.
Day 7
and on-going
Evaluation: Formative and summative assessments are used to focus on and
assess student knowledge and growth to gain evidence of student learning or
progress throughout the unit, and to become aware of students misconceptions
related to mineral. A teacher-created short cycle assessment is recommended at
the end of the unit to assess all clear learning targets (Day 7).
Day 8
Extension/Intervention: Based on the results of the short-cycle assessment,
facilitate extension and/or intervention activities.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1
LESSON PLANS
NEW LEARNING STANDARDS:
6.ES.1 Minerals have specific, quantifiable properties
Minerals are naturally occurring, inorganic solids that have a defined chemical
composition. Minerals have properties that can be observed and measured.
Minerals form in specific environments.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering) that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with
a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and
topics.
CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations,
video, or multimedia sources with that gained from reading a text on the same topic.
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
STUDENT KNOWLEDGE:
Prior Concepts
PreK-2: Objects have physical properties, properties of objects can change, and Earth’s nonliving resources
have specific properties.
Grades 3-5: Rocks and soil have characteristics, soil contains pieces of rocks, and objects are composed of
matter and may exhibit electrical conductivity and magnetism.
Future Application of Concepts
Grades 7-8: Biogeochemical cycles, igneous environments and the history of Earth (including the changing
environments) from the interpretation of the rock record are studied.
High School: The formation of elements, chemical bonding and crystal structure are found in the Physical
Sciences. In grades 11-12 Physical Geology, mineralogy is explored at depth.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
2
MATERIALS:
VOCABULARY:
Engage
Primary
Mineral Minerals Everywhere Handout
Cleavage
Internet access
Density
Mineral Anticipation Guide handout
Fracture
Explore
Hardness
Properties of Mineral Foldable
Inorganic
Textbook
Luster
Internet optional
Mineral
Explain
Streak
“There are 5 steps to take in mineral
identification and Mineral Identification Lab
Handout.
Minerals: talc, calcite, pyrite, magnetite,
quartz, mica
Mineral identification kit (streak plate, iron
nail, copper penny, glass plate, lemon juice
or vinegar, magnet, hand lens)
Properties of Common Minerals Chart from
http://newyorkscienceteacher.com/sci/site/fi
les/esrt/ESRT-2010.pdf
DICHOTOMOUS KEY: MINERALS Handout
Properties of Common Mineral Handout
Elaborate
Prentice Hall Earth Science Textbook
Internet access
Rock and Mineral News Template
All lab safety rules, procedures, and precautions should be taken into
consideration, especially when working with hotplates, candles, or other
heat related tools.
SAFETY
Have fire extinguisher available, and understand how to use it properly.
Tie loose clothing and hair away from face
Wear safety glasses/goggles and lab apron if available
Gather Minerals talc, calcite, pyrite, magnetite, quartz, mica
ADVANCED
Prepare Mineral Kits (streak plate, iron nail, copper penny, glass plate,
PREPARATION
lemon juice or vinegar, magnet, hand lens)
Objective: The objective of this activity is to engage students and formatively
assess their knowledge related to common minerals found at home.
ENGAGE
(1 day)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the
real world?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Minerals Minerals Everywhere
(Day 1)
Minerals Minerals Everywhere
handout
Internet access or present
information on SMARTBoard or
print out pages with from
www.minsocam.org/MSA/K12/
uses/uses.html
Have students complete chart.
Distribute Anticipation Guide
Handout
Collect Anticipation Guide for
formative assessment.
Minerals Minerals Everywhere
(Day 1)
1. Students will use the Internet to
discover some common
minerals found in their home.
2. Student will complete the
graphic organizer.
3. Complete Anticipation Guide
Handout.
3
Objective: The objective of the following activities is to give students the
opportunity to work with and begin to learn about the properties of
mineral and record their information in a foldable
EXPLORE
(1 day)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Properties of Minerals (Day 2)
Have students read pp. 66-85
on Properties of Mineral from
Prentice Hall Earth Science
Textbook.
Have students create a
foldable with each mineral
property, a summary of the
property and an illustration.
Properties of Minerals (Day 2)
1. Students will read and
complete their foldable on the
five properties of mineral.
2. Each title will have a summary
and an illustration of each
property.
Objective: The objective of the following activities is to give students the
opportunity to identify minerals based on their properties and be
given the opportunity to use a dichotomous key to identify minerals.
EXPLAIN
(2 days)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Mineral Identification Lab
Review the properties of minerals and
how to use the mineral kit.
(Day 3)
Review the steps to identifying
a mineral.
Assign students to a station to
test and identify their mineral.
They may not go to the next
mineral until the teacher gives
permission.
Use proximity while students
complete their identification of
their mineral.
Demonstrate how to use a
dichotomous key.
Have students try to identify
their mineral with the
Dichotomous Key Page.
Optional: GIZMO: Mineral Lab
Mineral Identification Lab
Background Reading and Graphic
Organizer
(Day 3)
1. Students will use the mineral
test kit to identify the properties
of unknown mineral.
2. After the properties are
identified have students use
their Dichotomous key to
identify their minerals.
(Day 4)
Give each student page 16
from the ESRT found attached
below. A clearer copy can be
printed from the website listed
(http://mrsprices.weebly.com/
uploads/5/0/1/3/5013748/mine
ral_chart.pdf).
Give each student Properties
of Common Mineral Questions
to complete.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
(Day 4)
1. Use the Properties of Common
Mineral to compete questions.
4
Objective: The objective of the following activity is to give students the
opportunity to gain deeper understanding of a mineral and an
introduction to rocks by pursuing research about a mineral and a
rock.
What is the teacher doing?
ELABORATE
(1 – 2 day)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
EVALUATE
(1 day and on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What are the students doing?
Using technology to understand
Using technology to understand
research a mineral and a rock
research a mineral and a rock
(Day 5-6)
(Day 5-6)
Common Minerals and Rocks
1. Students will complete their
page can be used to assign
Rock and Mineral News Report.
students rocks and minerals.
2. Student should follow the
Give students their Rock and
template provided and
Minerals News Packet.
complete each section.
Review the requirements of
3. Students will share an
each page
interesting fact they
Answer any questions students
discovered during their
may have.
research.
Assigning Rocks and Minerals:
Consider having a note card
with a rock and a mineral for
each student to research or
allow them to choose their
mineral and rock.
Students can be given the
opportunity to share
something interesting they
discovered during their
research.
Objective: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or
progress throughout the unit, and to become aware of students
misconceptions related to minerals. Give the Anticipation Guide to
see if misconceptions still exist.
Formative
How will you measure learning as it occurs?
Consider developing a
teacher-created formative
assessment.
1. The Anticipation Guide can be
used as a formative
assessment related to minerals.
2. Textbook Review pp. 88.
Prentice Hall Earth Science
Textbook can assess student
knowledge progression related
to properties of minerals.
Summative
What evidence of learning will demonstrate to
you that a student has met the learning
objectives?
1. Mineral Identification Lab will
assess students’ ability to test
various properties of minerals
and identify the mineral based
on its properties.
2. Textbook assessment pp. 89-91
Prentice Hall Earth Science
Textbook.
3. Teacher-created short-cycle
assessment will assess all clear
learning targets.
5
EXTENSION/
INTERVENTION
(1 day or as needed)
COMMON
MISCONCEPTIONS
DIFFERENTIATION
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
EXTENSION
INTERVENTION
1. Have students create a
1. www.unitedstreaming.com:
dichotomous key on
How to identify Minerals [09:08]
identifying minerals
2. Teacher Resource: Consumer
2. Mineral Enrich Teacher
Lab a Mouthful of Minerals p.
Resource “Crystal Shape” 86-87 Prentice Hall Earth
Prentice Hall Earth Science
Science Textbook.
Textbook.
3. Adapted Reading Study Guide
3. Mineral Enrich Teacher
from Teacher Resource Disk
Resource: Diamond studded
Prentice Hall Earth Science
pipes in the crust Prentice Hall
Textbook.
Earth Science Textbook.
Rocks are the same, and it’s hard to tell how they originated.
Rocks and minerals are the same thing; distinguishing them is not important.
Humans can fabricate rocks and minerals; artifacts are the same as rocks
and minerals.
Rocks are hard.
Strategies to address misconceptions:
1. Provide students with real igneous rocks and have them observe their
properties.
2. Provide students with a rock kit and have students discuss what similarities
and differences are between the rocks.
3. Reinforce the differences between minerals and rocks.
4. Minerals have different hardness. Performa scratch test using Mohs
Hardness Scale.
Lower-Level: Provide additional text resources (tradebooks, articles) that are
appropriate for the reading level of the students. For the group
work, consider mixed grouping strategies. Consider modeling
through a demonstration and then allowing students to explore
these topics through guided inquiry.
Higher-Level: Consider having students create their own investigations related
to mineral formation and use. .
Strategies for meeting the needs of all learners including gifted students, English Language Learners
(ELL) and students with disabilities can be found at the following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID
=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID
=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?Docume
ntID=105523
6
ADDITIONAL
RESOURCES
Textbook Resources:
Prentice Hall Earth Science Textbook
-Read pp. 95-96 in Earth Science Explorer (Red Book)
-Section Summary: Properties of Minerals Lab Manual pp. 164
-Guided Reading: Minerals Lab Manual pp. 165-16
-Review and Reinforce: Properties of Minerals pp.169
-Enrich: Crystal Shapes pp. 170
-Skill Lab: Finding the Densities of Minerals pp. 171-173
-Section Summary: How Minerals Form pp. 175
-Guided Reading: How Minerals Form pp. 176-178
-Review and Reinforcement: How Minerals Form pp. 179
-Enrich: Diamond-Studded Pipes in the Crust pp. 180
Websites:
Rocks for Kids: http://www.rocksforkids.com/RFK/howrocks.html.
Properties of Common Minerals:
http://newyorkscienceteacher.com/sci/site/files/esrt/ESRT-2010.pdf
ODNR ROCK KITS: http://www.dnr.state.oh.us/tabid/22338/Default.aspx
Mineral Education Coalition:
http://www.mineralseducationcoalition.org/
http://www.mineralseducationcoalition.org/
http://www.scienceviews.com/geology/minerals.html
http://www.mineralogy4kids.org/
http://web.eps.utk.edu/~faculty/deane/Geology101/101_Chap4_Igneo
usRocks.pdf
Discovery Ed:
Discovery Ed- www.unitedstreaming.com – video streaming clips of various
topics including but not limited to rocks, minerals, and their importance.
Introduction to Rocks and Minerals [3:18]
Physical Properties for classifying Minerals [4:45]
Mineral Types [1:52]
Movies/Videos:
Youtube.com: http://www.youtube.com/watch?v=-f9wrB5-yEY
Youtube.com: http://www.youtube.com/watch?v=8a7p1NFn64s
Youtube.com: http://www.youtube.com/watch?v=-DSzlxeNCBk
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
7
Name:
Date:
Period:
Minerals Minerals Everywhere
http://www.middleschoolscience.com/minerals-in-your-home-isn.pdf
Using the website: http://www.mineralogy4kids.org/house.html - Pick one item from each room
and list the minerals used to make that item.
Room
Item
Minerals/Uses
Bedroom
Bathroom
Kitchen
Living Room
Liz LaRosa science www.middleschoolscience.com 2010
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
8
Name:
Teacher Answer Key-Possible Answers
Date:
Period:
Mineral Mineral Everywhere
http://www.middleschoolscience.com/minerals-in-your-home-isn.pdf
Using the website: http://www.minsocam.org/MSA/K12/uses/uses.html - Pick one item from
each room and list the minerals used to make that item.
Room
Bedroom
Bathroom
Kitchen
Living Room
Item
Mineral/Uses
Battery
Bunk Bed
Clock
Radio
Closet
Graphite, Galena, Sphalerite
Hematite: hinges, handles mattress springs Chromite:
chrome plating
Copper: wiring, Quartz: clock, Gold: connections,
Cassiterite: solder
Hematite: hinges, handles (steel)
Chromite: chrome plating, Quartz: mirror on door
Tub
Cosmetics
Hair Spray
Sunscreen
Toilet
Feldspar: porcelain, Pyrolusite: coloring, Chromite:
plumbing fixtures, Copper: tubing
Muscovite, Talc, Hematite: for coloring, Bismuth, Barite
Cassiterite, Chromite
Zinc
Feldspar: porcelain Pyrolusite: coloring, Chromite:
plumbing fixtures, Copper: tubing
Blender
Can
Opener
Oven
Refrigerator
Glassware
Hematite, Chromite: stainless steel, Galena, Copper,
Quartz
Cinnabar: thermometer
Carpet
Chair
Clock
Computer
Sphalerite: dyes
Chromite: dyes,
Sulfur: foam padding/rubber
Pentlandite: spring
Quartz: glass, timekeeper
Wolframite: monitor, Copper: wiring,
Quartz: electronics, Silver
Liz LaRosa science www.middleschoolscience.com 2010
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
9
Name:____________________________________________________________________Period:________
Mineral Anticipation Guide
Directions: Read the following statements about minerals. Decide
whether you think each statement is true or false. Put a mark on the
BEFORE part on the left side of the page. Be prepared to share your
thoughts about each statement by thinking about what you already
know. You will share this information with the class before you complete
activities about minerals. You will complete the AFTER part later.
BEFORE
True
AFTER
Statement
False
True
False
Coal is a mineral.
A mineral is naturally occurring.
All minerals react with acids.
Minerals are inorganic. (not living)
Salt is a mineral.
All minerals are solids.
All minerals have the same
hardness.
Minerals have a definite crystal
structure.
There are six properties that
minerals have.
Diamond is the hardest mineral
and can scratch all other
minerals.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
10
Name:_______________________________________________________________________Period:_____
Mineral Anticipation Guide
ANSWERS
Directions: Read the following statements about the moon. Decide
whether you think each statement is true or false. Put a mark on the
BEFORE part on the left side of the page. Be prepared to share your
thoughts about each statement by thinking about what you already
know. You will share this information with the class before you complete
activities about moon phases. You will complete the AFTER part later.
BEFORE
AFTER
Statement
True
False
True
X
Coal is a mineral.
A mineral is naturally occurring.
X
X
All minerals react with acids.
Minerals are inorganic. (not living)
X
Salt is a mineral.
X
All minerals are solids
X
X
All minerals have the same hardness.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
False
Minerals have a definite crystal
structure.
X
There are six properties that minerals
have.
X
Diamond is the hardest mineral and
can scratch all other minerals.
X
11
NATURALLY
OCCURING
Properties of Minerals
INORGANIC
SOLID
CRYSTAL
STRUCTURE
DEFINITE
CHEMICAL
COMPOSITION
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
12
Formed by processes in the
natural world. Mineral Quartz
formed when magma cooled
deep and harden deep in the
Earth.
Teacher
Answer Key
Never formed from materials that
were once part of a living thing.
Coal formed from remains of
plants millions of years ago.
Therefore it cannot be inorganic
since it was once living.
Minerals are lined up in a pattern
that repeats over and over, which
is a crystal. Mineral quartz has flat
sides, sharp edges and corners, in
a repeating pattern. Coal lacks
crystal structures.
Minerals always contain certain
elements in definite proportions.
Quartz has one atom of silicon for
every two atoms of oxygen. Some
elements can be pure, like
copper, silver, and gold.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
INORGANIC
Properties of Minerals
Has a definite volume and shape.
Particles are packed so tightly that
they cannot move like particles in
a liquid. Salt is an example of a
solid.
NATURALLY
OCCURING
SOLID
CRYSTAL
STRUCTURE
DEFINITE
CHEMICAL
COMPOSITION
13
There are 5 steps to mineral identification, they are:
Step 1
Determine the luster (metallic or nonmetallic) of your mineral.
Step 2
Determine the hardness of your mineral. Using a glass plate, see if the mineral scratches it. Be
careful, make sure the glass is on a table, and do not hold it in your hand. Firmly grasp your
mineral and draw it over the glass. If the mineral powders, use your fingernail to feel if the
glass is scratched.
Step 3
Determine if your mineral is light-colored or dark-colored (non-metallic only).
Step 4
Determine whether your sample has cleavage.
Step 5
Your choices have been narrowed down. Using the chart see which physical properties
match up with your mineral.
Activity Directions:
1. Choose a mineral sample and write the number in your data table.
2. Using your handout and mineral testing kit, perform each test and record your
observations.
3. Once you have performed all the tests and recorded data, return the mineral sample and
choose another one.
4. When you have tested all the mineral samples, determine which minerals you have by
using the mineral identification chart and your mineral guidebook.
5. Record your findings in the first column of your data table, along with the Mineral
identification number.
Hardness
1
2
3
4
5
6
7
8
9
10
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
MOHS HARDNESS SCALE
Mineral
Common Item
Talc
Gypsum
Fingernail
Calcite
Copper Coin
Fluorite
Apatite
Knife / Glass
Feldspar
Steel
Quartz
Topaz
Corundum
Diamond
14
http://mrsprices.weebly.com/uploads/5/0/1/3/5013748/mineral_chart.pdf
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
15
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
16
6
Mineral
5
Mineral
4
Mineral
3
Mineral
2
Mineral
1
Mineral
Luster (metallic
or nonmetallic)
Color and
Streak
Hardness
Mineral Identification Lab
Magnetic
Chemical
Reaction
Name: __________________________________________________ Date: ___________________ Period: __________
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
17
6 Mica
Mineral
5 Quartz
Mineral
4 Magnetite
Mineral
3 Pyrite
Mineral
2 Calcite
Mineral
1 Talc
Mineral
Nonmetallic
Nonmetallic
Metallic
Metallic
Nonmetallic
Nonmetallic
Luster (metallic
or nonmetallic)
None
None
Black
Green-Black
White
White to pale
green
Color and
Streak
2-2.5
7
6
6.0-6.5
3
1
Hardness
Mineral Identification Lab
NO
NO
YES
NO
NO
NO
Magnetic
NO
NO
NO
NO
YES
NO
Chemical
Reaction
Name: _____________TEACHER ANSWER KEY________________ Date: ___________________ Period: __________
DICHOTOMOUS KEY: MINERALS
1. What is the luster of your mineral?
a. metallic………………………………………………………………………Go to 2
b. nonmetallic ……………………………………………………………….. Go to 3
2. What is the hardness of the mineral?
a. less than or equal to 5 ………………………………………………….. Go to 4
b. greater than 5 ………………………………………………………….… Go to 5
3. What is the hardness of the mineral?
a. less than or equal to 3 ………………………………………………….. Go to 7
b. greater than 3 ……………………………………………………….…… Go to 6
4. What is the color of streak that the mineral makes?
a. black to gray …………………………………………………………..… Go to 9
b. white ……………………………………………………………………….. DIAMOND
5. What is the color of streak that the mineral makes?
a. red or reddish brown ………………………………………………….... Go to 7
b. black ………………………………………………………………………. Go to 14
6. Is the mineral brown?
a. Yes …………………………………………………………………………. APATITE
b. No …………………………………………………………………………… Go to 8
7. Does the mineral have specks of gold in it?
a. Yes ………………………………………………………………………….. PYRITE
b. No …………………………………………………………………………... Go to 10
8. Is the mineral green?
a. Yes ………………………………………………………………………… FLOURITE
b. No …………………………………………………………………………. Go to 12
9. Does the mineral have a greasy feel?
a. Yes …………………………………………………………………………..GRAPHITE
b. No …………………………………………………………………………. Go to 11
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
18
10. Does the mineral feel powder-like?
a. Yes ………………………………………………………………………………. Go to 13
b. No ……………………………………………………………………………….. Go to 15
11. Is your mineral attracted to a magnet?
a. Yes ………………………………………………………………………………. MAGNETITE
b. No ……………………………………………………………………………….. TOPAZ
12. Does the mineral show signs of cleavage?
a. Yes …………………………………………………………………………….. FELDSPAR
b. No ……………………………………………………………………………... QUARTZ
13. Is your mineral mainly white?
a. Yes ……………………………………………………………………………… GYPSUM
b. No ………………………………………………………………………………. TALC
14. Does your mineral show signs of cleavage?
a. Yes ……………………………………………………………………………… GALENA
15. Does your mineral look transparent?
a. Yes ………………………………………………………………………………. MICA
b. No ………………………………………………………………………………. CALCITE
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
19
Name: _________________________________________________ Date: _______ Period: _______
Properties of Common Minerals
Based on your knowledge of earth science and using page 16 of the Earth Science
Textbook, answer the following questions.
Go to website or print:
http://mrsprices.weebly.com/uploads/5/0/1/3/5013748/mineral_chart.pdf
1. What are the two different types of luster?
2. What is the range of hardness found on the chart? How does this compare with Mohs
hardness scale?
3. What type of breakage is more common: cleavage or fracture?
4. What is the most common element found in the composition of minerals?
5. For the mineral quartz, identity the following:
Luster: ______ Hardness: ______ Breakage: ______ Color: ______ Composition: ______
6. For the mineral galena, identity the following:
Luster: ______ Hardness: ______ Breakage: ______ Color: ______ Composition: ______
7. For the mineral olivine, identity the following:
Luster: ______ Hardness: ______ Breakage: ______ Color: ______ Composition: ______
8. For the mineral fluorite, identity the following:
Luster: ______ Hardness: ______ Breakage: ______ Color: ______ Composition: ______
www.NewYorkScienceTeacher.com
Sheehan Revised 3.18.2010
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
20
Name: _________________________________________________ Date: _______ Period: _______
9. Which mineral can scratch glass, has a non-metallic luster, has fracture and is a dark
red color?
10. Which mineral can be easily scratched by a finger nail, has cleavage, a metallic luster
and has a black streak?
11. What is the chemical composition of talc?
12. What is the dominant form of breakage for sulfur?
13. What is the dominant type of breakage for muscovite mica?
14. Which mineral tastes salty?
15. What is selenite gypsum used for?
16. Which mineral has a gray streak, a highly metallic luster and shows cleavage?
17. Which mineral is found in your pencil?
18. Which mineral might be found in your car battery?
19. Which mineral helps keeps schools open during snowy and icy weather by melting
ice?
20. Does the ESRT chart give characteristics for every mineral found on earth?
www.NewYorkScienceTeacher.com
Sheehan Revised 3.18.2010
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
21
Name: ____________TEACHER ANSWER KEY________________ Date: _______ Period: _______
Properties of Common Minerals
Based on your knowledge of earth science and using page 16 of the Earth Science
Textbook, answer the following questions.
Go to website or print:
http://mrsprices.weebly.com/uploads/5/0/1/3/5013748/mineral_chart.pdf
1. What are the two different types of luster? Metallic & Non-Metallic
2. What is the range of hardness found on the chart? How does this compare with Mohs
hardness scale? Hardness range 1-7. The Mohs hardness scale goes from 1-10.
3. What type of breakage is more common: cleavage or fracture? Cleavage
4. What is the most common element found in the composition of minerals? Oxygen
5. For the mineral quartz, identity the following:
Luster: Nonmetallic Hardness: 7 Breakage: Fracture Color: Colorless or variable
Composition: SiO2
6. For the mineral galena, identity the following:
Luster: Metallic Hardness: 2.5 Breakage: Cleavage Color: metallic silver Composition: PbS
7. For the mineral olivine, identity the following:
Luster: Nonmetallic Hardness: 6.5 Breakage: Fracture Color: green to gray or brown
Composition: (Fe,Me)2SiO4
8. For the mineral fluorite, identity the following:
Luster: Nonmetallic Hardness: 4 Breakage: Cleavage Color: colorless or variable
Composition: CaF2
www.NewYorkScienceTeacher.com
Sheehan Revised 3.18.2010
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
22
Name: ________ TEACHER ANSWER KEY _________________ Date: _______ Period: _______
9. Which mineral can scratch glass, has a non-metallic luster, has fracture and is a dark
red color? Garnet
10. Which mineral can be easily scratched by a fingernail, has cleavage, a metallic luster
and has a black streak? Graphite
11. What is the chemical composition of talc? Mg3Si4O10(OH)2
12. What is the dominant form of breakage for sulfur? Fracture
13. What is the dominant type of breakage for muscovite mica? Cleavage
14. Which mineral tastes salty? Halite
15. What is selenite gypsum used for? Plaster of Paris and drywall
16. Which mineral has a gray streak, a highly metallic luster and shows cleavage?
Galena
17. Which mineral is found in your pencil? Graphite
18. Which mineral might be found in your car battery? Galena (PbS), Muscovite Mica
(electrical insulator), Biotite Mica (electrical insulator),
19. Which mineral helps keeps schools open during snowy and icy weather by melting
ice? Halite
NO
20. Does the ESRT chart give characteristics for every mineral found on earth?
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
23
Common Minerals and Rocks
Common Minerals
1. Aluminum
5. Barite
9. Calcite
13. Corundum
17. Fluorite
(Fluorspar)
21. Gypsum
(Selenite)
25. Limonite (iron
ore)
29. Nickel
33. Serpentine
37. Talc
(Soapstone)
2. Antimony
6. Barium
10. Chalcopyrite
(Copper ore)
14. Diamond
18. Galena
3. Apatite
7. Bauxite
11. Cobalt
4. Augite
8. Beryllium
12. Copper
15. Dolomite
19. Gold
16. Feldspar
20. Graphite
22. Halite
23. Hematite (iron
ore)
27. Malachite
24. Lead
26. Magnetite
30. Olivine
34. Silver
38. Tungsten
Common Igneous Rocks
1. obsidian
2. pumice
6. granite
7. diorite
31. Pyrite
(Marcasite)
35. Sphalerite
39. Turquoise
3. rhyolite
8. gabbro
4.andesite
9. porphyry
28. Mica
(Muscovite/Biotite
32. Quartz
36. Sulfur
40. Zinc
5. basalt
10. pegmatite
Common Sedimentary Rocks
1. conglomerate
2. breccia
5. shale
6. limestone
9. salt
10. chert
3. sandstone
7. dolomite
11. coal
4. siltstone
8. gypsum
12. amber
Common Metamorphic Rocks
1. slate
2. phyllite
5. marble
6. quartzite
3. schist
7. serpentine
4. gneiss
8. hornfels
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
24
Rock and Mineral News
Rock and Minerals Are All Around Us
A special Report by
Special Report: Rocks …. Page 2
Special Report: Mineral … Page 3
There are more than 3,000 different kinds of rocks
and minerals.
This special report is about:
and
(Rock name)
(Mineral name)
Remember
The most important thing I want
people to remember from my report is
Everything We have Comes From Our Natural
Resources
In addition to air and water, we use natural
resources every day. Here are 3 things I use that are
made from our natural resources.
1. __________________________________________
2. __________________________________________
3. __________________________________________
Below are pictures of the rock and mineral resources I studied for this report.
On the left is the rock
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
. On the right is the mineral
.
25
Special Report About Rocks
The rock I am writing about is
.
Identify the type of rock you have and
how it is formed.
Geology
Interesting Facts I didn’t know
about my rock.
Is your rock common and found in many places? Or is it rare, and found
only in a few, special places?
Where ______________________________ is found
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Found near Ohio
YES or NO
Rocks occur in all sizes, from smaller than sand to bigger than houses.
Most rocks are used to build things you use every day.
Is there a special for famous use for your rock?
How
is used
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
26
Special Report About Rocks
The rock I am writing about is
discovered in
it was
by
.
Geology
I can identify my minerals by studying their special
characteristics.
This is what I found out by studying
Interesting Facts I didn’t know
about my mineral.
Weight – is heavy for its size
Yes
No
Magnetic – is attract to a magnet
Yes
No
Hardness – can be scratched by a nail
Yes
No
-can scratch other rocks and minerals?
Yes
No
If so, which one?
Luster is
.
(Mineral name)
Found in Ohio:
Yes or No
Some minerals are rare and are not found in
many places? Which U.S. states, Canadian
provinces, and other countries have deposits
of your mineral.
Where
State/Provinces
is found
Major Countries
Some minerals are rare and are not
found in many places? Which U.S.
states, Canadian provinces, and other
countries have deposits of your
mineral.
Where
State/Provinces
is found
Major Countries
I had a mineral sample to study to help
research and write this report.
I did not have a mineral sample to study.
Most minerals have many uses. Is there a
special or famous use for your mineral?
Use of
Paste or draw a picture of the most
useful product you use that is many with
your mineral.
I didn’t know
Columbus City Schools
used
to make
Curriculum
Leadership
and Development
Science Department June 2013
was
.
Is there a substitute material (a different
mineral) that can be used if we run out of this
mineral?
Yes or No
27
Design a billboard advertisement for your rock or mineral.
The Sources of Information for my report were
People I spoke with:
Books, Magazines, Newspapers:
Internet Sites:
Which was your most important source?
www.
www.
www.
Why:
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
28
Modified From: http://www.medinacityschooldistrict.org/assets/attachments/file/rocks%20and%20minerals%20news.pdf