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 and 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: variety of minerals; 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 mins. in the Discovery Room.
Space: Discovery Room; Geology, Gems, and Minerals Exhibit.
= denotes special needs lesson accommodations.
1
PROCEDURE
Discussion/brainstorming on characteristics of minerals with Docent (5 min):
Welcome school group and begin the brainstorming session by asking the following
questions: Have any of you collected rocks or minerals? If so, what kinds and where
did you find them? How would you describe them? As they brainstorm list the physical
properties of rocks and minerals.
-
Remind them to use their 5 senses when describing rocks and minerals
Review what the words that they brainstorm mean. Draw a picture to remind
students what the word means for children with reading, auditory disorders and
ESL.
After brainstorming session, explain that the Museum exhibits collections of rocks and
minerals and beautiful gems. Explain that rocks and minerals are collected and studied
by scientists in the Museum for their special characteristics. Today you are going to be
looking at rocks and minerals just like one of those scientists.
Activity #1 (5 min):
Provide each group with a combination of five minerals.
Ask students to compare and contrast the set of minerals and list the objects’ physical
properties. They can refer to the previously generated list of ways to describe the
physical properties of an object. Students record responses on the Identifying Minerals/
Discovery Room Activity Sheet #1.
The minerals will be numbered and the numbered minerals will correspond with
numbers on activity worksheet to help with organization as well as when they refer
back to their answers during the discussion – for ADD, ADHD & Visual processing.
Activity #1 Discussion with Docent (5 min.):
Docent asks the students to share how they described the physical characteristics of
their minerals. The docent will add any new ideas generated from the activity to the
existing brainstorming list.
Activity #2 (20 min.)
Students return in their groups to their minerals. Docent will guide them in conducting
tests on the minerals so that students can gather more information about their minerals.
They will record their findings on activity sheet #2 (which has the complete set of
characteristics).
Review the definitions of the characteristics on Activity sheet #2 and give examples
for students with processing difficulties and ESL students.
When they are finished conducting the tests, the docent will give the group a Mineral
Key chart so students can compare their findings with listed characteristics in order to
figure out the names of the minerals.
2
Activity #2 Discussion (5 min.)
Docent asks the groups to share their findings with the class.
Closure by Docent/Introduction to Post-Activity in Museum (5 min):
Thank the students and their teachers for coming. Explain that they are now going to
go to the Geology, Gems, and Minerals Exhibit and 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. Distribute
Identifying Minerals/ GGM Hall Activity Sheet for them to complete while in the Museum.
3
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
z 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
z 3.1.3. Keep and report records of investigations and observations using a table.
z 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.
z 4.4.1. Define a mineral as a naturally occurring, crystalline inorganic solid
4
z
z
z
z
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.
5
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
ƒ Reniform—rounded, bubbly shape rather like kidneys. Hematite is reniform.
ƒ Botryoidal—rounded, bubbly shape rather like a bunch of grapes.
ƒ Acicular—very thin, needle-like crystals.
ƒ Tabular—flat crystals.
ƒ 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
6
Luster
The way the surface of a stone looks when it reflects light.
ƒ Dull—no reflection.
ƒ Greasy—like the surface of margarine or butter, shiny but not as bright as glass.
ƒ Metallic—like the surface of metal, such as steel.
ƒ Silky—no reflection.
ƒ 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
ƒ Flat flakes—breakage in one place (e.g., mica).
ƒ Long blocks—breakage in two planes results in (e.g., feldspar).
ƒ Cubic chips—breakage in three planes at right angles to each other (e.g., halite).
ƒ 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.
ƒ Conchoidal—fragments are like shells
ƒ Hackly—jagged
ƒ 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.
7
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
8
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.
9
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.
10
IDENTIFYING MINERALS
Discovery Room Activity Sheet #1
Names ______________________________________________________
Compare and contrast the rocks and minerals provided and list as many of their
physical properties as you can find.
Mineral
Number
Physical Properties and Observations
Comparisons to other
Minerals
1
2
3
4
5
11
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
12
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.
13
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?
14
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
15
IDENTIFYING MINERALS
Discovery Room Activity Sheet #2
Names __________________________________________________________________________________________
Conduct the following tests on the minerals in your group. Place the results in the chart below. When you are finished filling out
the chart below; compare your results with the mineral key. Put the name of your minerals in the chart.
Number Luster
(metallic or
nonmetallic)
Streak
Color
Scratch
(harder than a paper clip or
softer than a paper clip)
Magnetism
Name
(yes/no)
1
2
3
4
5
16
17