8-3.5
Part B
24
August 2010
Science S³ Eighth Grade Module 8-3.5
NOTE: This dichotomous key was extracted from Utah Friends of Paleontology and
can be downloaded directly from
http://utahpaleo.org/cert_class/Mineral_Flow_Chart.pdf
25
August 2010
Science S³ Eighth Grade Module 8-3.5
NOTE: This dichotomous key was extracted from Utah Friends of Paleontology and
can be downloaded directly from
http://utahpaleo.org/cert_class/Mineral_Flow_Chart.pdf
26
August 2010
Science S³ Eighth Grade Module 8-3.5
NOTE: This dichotomous key was extracted from Earth Science Australia and can
be downloaded directly from
http://earthsci.org/mineral/rockmin/mineral/mineral_i_d/mineral_I_D.jpg
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Science S3 Eighth Grade Module 8-3.5
27
NOTE: This Decision Tree was extracted from the Department of Geology and
Environmental Science at James Madison University and can be downloaded directly
at: http://csmres.jmu.edu/geollab/Fichter/Minerals/deciskey.PDF
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NOTE: This Decision Tree was extracted from the Department of Geology and
Environmental Science at James Madison University and can be downloaded directly
at: http://csmres.jmu.edu/geollab/Fichter/Minerals/deciskey.PDF
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NOTE: This Decision Tree was extracted from the Department of Geology and
Environmental Science at James Madison University and can be downloaded directly
at: http://csmres.jmu.edu/geollab/Fichter/Minerals/deciskey.PDF
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Science S3 Eighth Grade Module 8-3.5
30
NOTE: This article was extracted from the teaching packet: “Study of the Earth”
from the Mineral Information Institute (MII) – pgs. 33-34.
http://mii.org/teacherhelpers.html
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Science S3 Eighth Grade Module 8-3.5
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NOTE: This article was extracted from the US Geological Study (USGS) and can be
downloaded directly at:http://pubs.usgs.gov/fs/fs032-01/fs032-01.pdf
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Three Levels of Text Protocol
Source: www.nsrfharmony.org
Purpose: To support self-directed learning through group text discussion, allowing
groups to critically examine ideas presented by author and make connections to
themselves.
Timing: Each round takes 5 minutes (one round per person in group.)
Protocol:

Sit in a circle and identify a facilitator/time keeper.

Participants individually identify passages that they feel may have important
implications for themselves.

A Round consists of
o One person using up to 3 minutes to:
 Level 1—Read aloud the passage she/he has selected
 Level 2—Say what she/he thinks about the passage
(interpretations, connections, etc.)
 Level 3—Say what she/he sees as the implications for them
o Group responds to what has been said (2 minutes total)

After all rounds are complete, debrief the process.
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Science S3 Eighth Grade Module 8-3.5
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NOTE: These graphics were extracted from the teaching packet: “Study of the
Earth” from the Mineral Information Institute (MII) – pg. 37.
http://mii.org/teacherhelpers.html
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Science S3 Eighth Grade Module 8-3.5
36
NOTE: These graphics were extracted from the teaching packet: “Study of the
Earth” from the Mineral Information Institute (MII) – pg. 38.
http://mii.org/teacherhelpers.html
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Science S3 Eighth Grade Module 8-3.5
37
NOTE: This graphic was extracted from the teaching packet: “Resources we Use”
from the Mineral Information Institute (MII) – pg. 15.
http://mii.org/teacherhelpers.html
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Science S3 Eighth Grade Module 8-3.5
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Residential Energy Maps 2000
SOUTH ATLANTIC DIVISION
DELAWARE, FLORIDA, GEORGIA, MARYLAND, NORTH CAROLINA,
SOUTH CAROLINA, VIRGINIA, AND WEST VIRGINIA
http://www.eia.doe.gov/emeu/reps/recmap/rec_so-atl.html
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Science S3 Eighth Grade Module 8-3.5
39
NOTE: This graphic was extracted from the teaching packet: “Everyday Uses” from
the Mineral Information Institute (MII) – pg. 49. http://mii.org/teacherhelpers.html
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Science S3 Eighth Grade Module 8-3.5
40
NOTE: These graphics were extracted from the teaching packet: “Everyday Uses”
from the Mineral Information Institute (MII) – pg. 3.
http://mii.org/teacherhelpers.html
NOTE: These graphics were extracted from the teaching packet: “Everyday Uses”
from the Mineral Information Institute (MII) – pg. 6.
http://mii.org/teacherhelpers.html
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Science S3 Eighth Grade Module 8-3.5
41
NOTE: These graphics were extracted from the teaching packet: “Everyday Uses”
from the Mineral Information Institute (MII) – pg. 4.
http://mii.org/teacherhelpers.html
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Science S3 Eighth Grade Module 8-3.5
42
NOTE: These graphics were extracted from the teaching packet: “Everyday Uses”
from the Mineral Information Institute (MII) – pg. 50.
http://mii.org/teacherhelpers.html
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Science S3 Eighth Grade Module 8-3.5
43
NOTE: This graphic was extracted from the teaching packet: “Study of the Earth”
from the Mineral Information Institute (MII) – pg. 15.
http://mii.org/teacherhelpers.html
7-29-10
Science S3 Eighth Grade Module 8-3.5
44
NOTE: This graphic was extracted from the USGS website http://geopubs.wr.usgs.gov/open-file/of00-144/of00-144.pdf
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Science S3 Eighth Grade Module 8-3.5
45
NOTE: This chart was extracted from the teaching packet: “Periodic table” from the
Mineral Information Institute (MII) – pg. 16. http://mii.org/teacherhelpers.html
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Science S3 Eighth Grade Module 8-3.5
46
Mineral Data Chart
Sample Hardness
#
Sample #
Hardness
Mohs Scale:
Mineral
scratched by:
1
2 Fingernail
3
4 Penny
5 Steel (nail)
6 Glass
7-10 Mineral
will scratch
steel/glass
August 2010
Using Physical and Chemical Properties to Identify Minerals
Luster
Color
Texture Cleavage Density Combustion Reactivity
Luster
 Glassy/vitreous –
shines like glass
 Earthy/chalky-dull
 Metallic-looks like
metal
 Waxy/silky/pearlyhas a muted shine
Color
White
Black
Gray
Brown
Red
Orange
Yellow
Green
Blue
Brown
etc
Texture
 Gritty –
Sandy
 Powdery –
Earthy or
chalky
 Smooth –
Glass
 Smooth &
sticky –
Waxy
 Sharp Metallic
Cleavage
The way a
mineral splits
Density
The relative
ratio of mass
to volume.
Combustion
The ability to
burn
Reactivity
Reacts to acid
(fizzes)
Yes or NO
NOTE: The
density of
water is 1.0
g/cm3
Science S3 Eighth Grade Module 8-3.5
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August 2010
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