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TABLEOF CONTENTS
Program Objectives and Skills
Lesson 1:
Lesson 2:
Lesson 3:
Page 3
Mineral and Crystal
Investigation
Page 4
Igneous" sedimentary" and
Metamorphic RockInvestigation
Pages5-6
Peanut Brittle Volcano
Page 7
Sample Worksheets
Pages 8-23
Materials List
Page 24
PROGRAM
OBJECTIVES
geology Rocks is an interactive approach to teaching students about rocks and minerals as part of a comprehensive earth science study. This program is presented in two
parts, beginningwith a study of minerals and their crystal formations, followed by a
study of the three types of rocks found on earth and how they are formed. During
the mineral unit, students will examine mineral and crystal specimens with magnification. Basic mineral identification willbe conducted on these specimens using tests for
hardness, streak, color, and luster. Duringthe rock unit, the students will examine,
sort, and classify igneous, sedimentary and metamorphic rocks from around the country. They willthen create a selection of "edible rocks. II Children love to collect
rocks, however the rock collections of children livingin the sandy areas of Central
Florida typically consist of shells gathered from road beds and chunks of concrete
from buildingsites. ihis unit allows children to explore the fascinating world of rocks
and minerals from other parts of the country and to discover for themselves just
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SKILLS
Geology Rocks addresses the Sunshine State Standards for The Nature of Matter,
Processes Thc:ttShape the Earth, and How Uving Things Interact With Their
Envi~t.
Specific Benchmorks ac:kIre~ include but are not limited to:
SC.A.1.1.1:1
Knowsthat objects can be grouped according to their physical characteristics (for example, shape, color, texture, fo"", size).
SC.A. 2.1.1 :1
Knowsthat objects are composed of parts that are too small to be
Hen without magnification (for example, rocks, cookies, string, paper).
SC. D.1.1.1: 1
Knowsthat the surface of the Earth is composed of different types
of solid materials (for example, sand, pebbles, rocks, clumps of dirt).
SC.6.1 .1.1 :1
Knowsthat environments have livingand nonlivingparts.
3
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LESSON PLAN 1
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objects are composedof parts that are too smallto be seen
without magnification (for example, rocks, cookies, string, paper).
SC.G.1.1.1.1 Knowsthat environments have livingand nonlivingparts.
Objectives
:
To introduce the concept that minerals are nonlivingsubstances.
To introduce the concept that minerals are usually solid crystals
To observe and record the growth of two different types of crystals.
Materials:
Access to internet sites and library reference materials on rocks and minerals
Samples of minerals from around the United States
3-inch hand lenses
Blackconstruction paper
2 Styrofoam meat trays per group
warm water
Epsomsalt and table salt
heat lamp(optional)
Procedure:
1. Guidechildren in internet and library research efforts involvingrocks and minerals.
2. Distribute hand lenses and various mineral samples for individualobservation.
3. Haveeach sma!lgroup cut black paper to fit bottom of 2 trays.
4. Add 1 tablespoon of Epsomsalt to 1/4 cup of warmwater. Stir until dissolved.
5. Pourthe salty water onto the black paper in the Styrofoam tray.
6. Repeat steps 4 and 5 with table salt.
7. Put trays in sun or under heat lamp. When the water evaporates crystal formations
can be seen on the paper.
8. Examineboth types of crystals with hand lenses. Discussand record findings.
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Mineral and Crystal Investigation
Sunshine State Standards:
SC.A.2.1.1.1 Knows
that
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LESSON PLAN 2
Igneous Sedimentary and MetamorphicRockInvestigation
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SunshineState Standards:
SC.A.1.1.1:1Knowsthat objects can be grouped according to their physical
characteristics (for example, shape, color, texture, form, size).
SC.D.1.1.1:1
Knowsthat the surface of the earth is composedof different types OTsoUd
materials (for example,sand, pebbles, rocks, clumpsof dirt).
Objectives :
To discover the differences between igneous,sedimentary, and metamorphic rocks.
To makeedible samples of these three types of rocks.
Materials:
Samples of sedimentary, metamorphic, and igneous rocks from around the country.
3-inch hand lenses
peanut butter
saltine crackers
plastic knives
mini-marshmallows
chocolate chips
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smooth peanut butter
waxed paper
bowl
mixing spoon
almond bark
candy molds
microwave oven or electric cooking appliance
Procedure:
1. Explainto the children the major classificationsystemof rocks. Sedimentaryrocks
are formed by the layering of sediment. Metamorphk-rocks origjno-'refrom aFevious~y
existing rock that is subjected to high temperature, pressure or chemicals. Igneous
rocks are producedby the crystallization of molten lava.
2. Distribute rock samplesand hand lensesfor individualobservation.
3. Discussthe characteristics of sedimentary rocks. Havethe children make
cracker/peanut butter stacks to showthe layers of sedimentary rocks.
4. Discussthe characteristics of metamorphicrocks. Mix two cupsof
mini-marshmallows,one cup of chocolate chips and enoughpeanutbutter to allow mixture
to hold together.
Giveeach student a handful to makea "rock". Heat someof this
mixture over very low heat until marshmallowsmelt. Giveeachstudent a cooledhandful
of the newmixture. Explainto the students that the newrocks resemble metamorphic
rocks that havebeen changedby heat.
5. Discussthe characteristics of igneousrocks. Melt almondbark in microwaveor
electric cookingappliance. Spooninto candymolds. As it coolsand hardensit takes the
shapeof the mold. After removingfrom the moldsthe children can break the candyand
look for crystals of sugar.
6. Finish the lessonby naminga type of rock and havingthe students hold up the correct
rock modelthey havemade. Now enjoy eating these tasty "rocks".
LESSON PLAN 3
Peanut Brittle Volcano
Sunshine State Standards:
SC.A.1.1.2:1Knowsthe effects of heating and coolingon solids, liquids,and gases.
SC.H.1.1.2:1Understandsthe importanceof accuracyand repetition in conducting
scientific inquiries.
Objective:
The students will seesimulated lavaflow downa simulatedvolcano. Students will learn
that lavacoolsfastest on the surface.
Materials:
aluminumfoil
bleach bottle (empty and cleaned)
electric frying pan
sugar
white Karosyrup
raw peanuts
butter
salt
bakingsoda
cookiesheet
Procedure:
1. Place bleach bottle on a cookiesheet and drape aluminumfoil over the bottle to form
the volcano.
2. Add to the electric frying pan 1 1/2 cupssugar, 1 cup white Karosyrup, 1 cupraw
peanuts. Boil together until mixture has an amber color. Turn off heat. Stir in 1
tablespoon butter, 1/2 teaspoon salt, and 1 teaspoon baking soda.
3. While the mixture is still foaming, pour over the volcano and observe "lava" flow.
Question students about where the "lava" is going. Is it foaming rivers? Does it pool at
the bottom? Which part cools fastest? Sometimes the top of the lava hardens before
the bottom. Molten lava can flow out from under the hardenedouter shell leavinga
hollowtube behind.
4. EATAND ENJOY!
SEDIMENTARY
ROCK ACTIVITIES
Title: Sedimentary Rock Activities
Time: 1 class period
KERA Goals: 2.3
Objective:
Students will understand that most sedimentary rocks such as coal are formed under the
water and in swamps, lakes, seas, and oceans.
Activity:
Sedimentary rocks are composed of different layers. These layers can be pebbles, sand,
silt, or fossil fragments. Your students will understand the characteristics of sedimentary
layers.
Materials:
glass jars with lids
water
rocks
pebbles
sand
soil
This activity can be done individually, in small groups or as a demonstration by the teacher
for the class.
1. Have students collect rocks, pebbles. sand, and soil at school or home.
2. Fill a jar about one-third full with the rocks, pebbles, sand, and soil. Add water and
shake jar carefully.
3. Have students write a paragraph/statement on what they predict will happen and why.
SEDIMENTARY ROCK ACTIVITIES
4. Let the jar stand undisturbed. Materials will settle into layers with the coarser, heavier
material at the bottom and the finer, lighter layers at the top.
5. Tell the students that these sedimentary layers usually form in lake beds and near
running water. After a long period of time, they will turn to rock.
6. Have students measure and graph the various sizes of the layers.
7. Students will enjoy re-shaking the jar and watching the materials resettle.
Provided by The Society for Mining, Metallurgy, and Exploration, Inc.
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"Parents & Teachers
.. Science Fun Activities
...Blows Its Top Activity
>-Activitv Pace Drintable
Field ~rip N~t.es
.
Somethmg's mIssing 'from the dassroom globe: an
istand so new it hasn't been discovered yet! Where wiU
the kids find the island? What will they name it? IN
their search, the kids spot a mountain underwater and
dive down to the ocean floor. They squeeze between
two plates of crust and discover that the mountain is
an underwater volcano - and they're inside it, about to
explode! They figure out that when the magma
explodes into the air, it will cool and harden on top of
the volcano. Eventuafly, the volcano's top will stick out
of the water and form the new island. Now, if only
Dorothy Ann and Carlos can agree on a name for the
island!
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Time: 30-40. minutes
Group Size: Four
Ms. Frizzle's dass finds a volcano underwater. Your students can make models
of underwater volcanoes, and then create their own "eruptions. 11
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Page 2 of3
Scholastic's The MagicSchool Bus: Blows Its Top
.
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l-poundbox of baking soda
12.,ounce jar of vinegar
Small bottle of red food coloring
Copies of ERUPTION!
Sheets of newspaper
For each group~
.
.
.
.
1 teaspoon
1 shoe.box
2 fist-sized balls ofmodeJingctay
(Alternative: aluminum foin
..BIIII.
Ask children: Howare islands created? Why don't they float away in the ocean
currents?
_69&X9
" Cover desks with newspaper. Direct groups to build
08 models showing how an underwater volcano
reaches from the ocean floor to above the waterrs
surface (see example below). Ask: Where woutdthe.
crust be in your model? (betowvotcano) Wherewoukt
magma come from? (pushes up between crust pieces)
Ie After groups have built models, ask: What do you think causes a volcano to
erupt? (pressure of magma gases)
Ie Help groups create "eruptions." Ask::What do you think caused the"lava" (what magma is calledHonceit explodes: intnthe:air and loses gases)
to flow? {Gas created by moong baktngsoda with vinegar pushed up.) How are:
your eruptions and real eruptions alike? (gases giving a push) Howare they
different?
--
Encourage students to use crayons, markers,. modeling clay, and construction
paper to add details above and: below the water's surface.
Scholastic's The Magic School Bus Home
I Game~ I Art
Gallery
Parents & Teachers I Theme Index I FAQ
TV& Video
I Books I CD-ROMs
TM& 0 2061-1996 Scholastic Inc. Allrigbts.te:sa.vt1l
IlLlp:// WWW.Sl:IlU~llCXUIIlI
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ERUPTION!
Page 1 ofl
(Print this page out)
....
D-
ERUPTION!
Malta a model
of an o~an
volcano.
'-"'-"
Then mal(e
it erupt!
1. 1Iowc::anyou make
a voJcanothat ruches
fram the ocean ftoor to up
above the top of the water?
~
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DrawJOUI'
ideas on the
back of this papar.
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a. Use
~
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clay to buiJd your wlamo.
3. MaJraa. craterin the top of the
'--"-'
valcano.1tshould.healmoat u Ionl as
your pinlciafingerand wide enoughto
slip two ftnfusinto the ho1e.
4. Put a teaspoon of bdin! soda and
'-'
roar drops ol1oad coJorint mto ;your crater..
S.With yourtocher'Shelp,pour in
twoteaspoons
of vinegar. What happens?
Observations
Describe the eruption.
--.---.--
--What do you think made the bubbles?
Back to "Blows Its Top" Page
TM& @2001-1996 Scholastic Inc. All rights reserved.
Read our Privag Policy Statement.
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CRYSTAL GARDEN
6 TABLESPOONS SALT
1 TABLESPOONAMMONIA
6 TABLESPOONS LIQUID LAUNDRY
BLUING (AVAILABLEAT PUBLIX
IN THE LAUNDRYAISLE)
6 TABLESPOONS WATER
SMALLCHUNKSOF ROCKOR BRICK
FOOD COLORING
COMBINE SALT, BLUING, WATER AND
AMMONIA. POUR OVER SMALL PIECES OF ROCK
OR BRICK IN A SHALLOW CLASS OR CERAMIC
BOWL. DRIP FOOD COLORING ON TOP, IF
DESIRED. CRYSTALS WILL GROW SOON. ADD
WATER OCCASIONALLY TO KEEP CRYSTALS
GROWING. YOU WILL PROBABLYWANT TO
PLACE THE DISH ON A TRAY OR CUTTING
BOARD AS CRYSTALS GROW OVER THE SIDES
OF THE BOWL.
13
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GROWA ROCK
Wonis you can
use
solution
liquid
solid
dissolve
crystal
evaporate
stir
saturate
experiment
measure
Tblngs you will
need
sugar
Whilewe will all agree that candy is hardly the most nutritious pan of a child's diet,
for the good of science, let's give them a nibble. Growing crystalsis a way to teach
children about the various forms of matter, how to make a solution, and how to do a
"real experiment", with the end result a treat-rock candy.Pure sugar- but at least it
has no artificialcolorings or flavorings!The experiment can be done as a group activity,
but it is more fun for the children if they can each grow their own candyrock. It's really
not that much more work.
Whatto do
1. Fill your clear container about tWo thirds full
with vel'\' hot water. (USE E\.'TREMECAImaN
WITH HOT WATERAROUNDCHIlDREN.) We use
hot water as it allows more sugar to dissolve. Add
sugar, a spoonful at a time, stIrring until each
spoonful is dissolved before adding the next. Keep
cotton string
clear plastic cups or
jars 8 ounce size
works well
-
sticksor straws
water
spoons
maskingtape
markers
2. Wet the string and tie a piece of it around a stick
leaving enough hanging down to reach the bottom
of the container (see illus.). Laythe stick across the
top of the cup. Tell the children that we are going
to get rid of the water so we can have our sugar
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adding sugar, a spoonful at a time, until no matter
how much you stir, some sugar remains in the
bottom of the cup. This is called a satUrated
solution. The water is satUrated with sugar and will
not hold any more. As you are making the
solutions, ask the children where they think the
sugar is going. What makes it disappear? Anybody
have any ideas about how we could get it back?
Don't just listen to the children's ideas, explore
them. "You think the water makes the sugar
disappear? How could we find OUtif it's really
gone? Taste the cooking water. You're right! The
sugar's just hiding, it dissolved."
\.
100 SCIENCE FOR A SPECIAL PLACE
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EARTH
AND
SKY
Exploding \{,{cano
Students make a frap book and observe
what happens when a volcano explode~.
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olcanoes erupt in different ways. The volcano in the lift-
and-look book explodesviolentlyand shoots a fountain of
lavainto the air. (Note: Inside a volcano, hoc,melted rock
and gases are called magma. When magma flows out of a volcano it
M.ETIMC THE SCIIMCI
STAMDARDS
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: ash, chunky stones, and bowling-balI-size rocks known as volcanic
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: bombs. Lavaflowingdown the sidesof the volcano also hardens
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Propertiesof Earth
Materials
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iscalledlava.)~ l~v~~b
in the air,it gut ~glidifyinoopowdery
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into rock, adding a new layer that can make the volcano grow into
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a mountain over time. Somevolcanoeserupt and then lie dormant
for hundreds of years.Other volcanoescontinuously erupt and
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spew lavabut dont explode violently.
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Making the Book
Photocopy page 55. Cut out the three pieces along the solid black lines. Cut
open the flap along the solid black lines on the title page, too.
(""'-)
Fold page 2 along the
. dotted line. Place the
Pull HEREpiece faceup
behind page 2 as shown.
.- Fold the title page over
page 2 and tape as
shown.
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Tape
here
~,.."E.'4&.
reproduciblepage 55
scissors
tape
coloredpencils.
crayons.or markers
(optional)
t~ pebbles
(optional)
glue(optional)
153
15
DIJ
EARTH
AND
oure
~
..~
SKY
..
Open the flap on the title page and tape the
remaining piece on the back of the flap so that you
can read it.
OPTIONAL:Glue tiny pebbles on top of the small
round circles under the ash cloud on the PuLL HERE
Thtl Magic; Sc;hool
Bus Blows Its Top
by Joanna Cole
(Schola5tic, 1996).
M5. Frizzle'5
students witness
an erupting
underwater volcano,
which give5 birth to
a new i5land.
piece and on page 2 above the exploding volcano.
Teaching With the Book
FInd out if stUdents have ever seen an exploding volcano in a movie or on
; ~ Invite stUdents to describe what they remember most about volcanoes.
~I
Volcanoes
by Seymour Simon
(MulberryBook5,
1995). Not all
Inform stUdents that a volcano is an opening in the earth's rocky outer layer,
-' or crust, where hot, mdted rock can escape £rom inside the earth. Volcano
is also the name given to mountains that build up around such openings.
volcanoes
Invite stUdents to color and assemble their lift-and-look flap book. If
srudents glued tiny pebbles to their book, point out that they represent the
lava that cooled and hardened into rock.
look likt:
mountains--some
are just plain hole5
in the ground.
Includes picture5 of
volcanoes from
around the world.
StUdents should read their books as follows: first, the text at.the bottom of
the PULLHEREpiece, then the text on the inside of the flap.
[:=; Have StUdents compare the volcano before and after the-explosion. Ask:
---) "What do you notice about the volcano after the explosion?" (The coneshaped top of the 1rWuntainis gone.) Explain to stUdents that when a volcano
"blows its top," the bowl-shaped pit that is left is called a crater.
/';:~ On the back of their book, invite stUdents to draw a picture or write a
'(/' sentence that tells something they learned about volcanoes.
More
to Do
Magma on the Move
Demonstrate for stUdents how magma under pressure pushes out of the ground
through a volcano. Place a half-full tUbe of toothpaste (with the cap on) on a
desk. Ask students to imagine that the tube is the surface of the earth. The
toothpaste inside is the hot, mdted magma underground. Distribute the
toothpaste evenly in the tube. Then use a pin to make a tiny hole near the
bottom. Ask students what the hole might represent. (a volcanosopeniniJ Press
down on the tube near the cap. Ask students what this action might represent.
(magma under pressure)What happens? (The magma oozes out of the volcano.)
84
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Thismountainis a volcano.
Inside are hot, melted rock
and gases, called magma.
Magma can make a volcano explode.
Pullthis piece up, then lower the flap.
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The volcanoexplodes.
Hot,melted rock shoots
up into the air.
It is now called lava.
When lava cools, it can
harden into chunks of rock
that fallto the ground.
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17
Name
The Storyor a Volcano
Deep inside the earth, it is so hot that rocks melt like butter. From time to time, the melted rock
pushes upward and escapes through an opening in the crust of the earth. Red-hot rock and steam
burst from the opening. Melted rock flows out upon the surface of the earth. This is a volcano.
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Look at the picture of the volcano. Read each sentence below the picture and follow the
directions that tell you how to color the volcano.
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1. The melted rock inside the earth is called magma. Color the magma red.
2. When magma reaches the surface of the earth, it is called lava. Lava is hot, liquid rock.
Color the lava that flows down the sides of the volcano orange.
3. When layers of lava and ash pile up and harden. they form a volcano. Color the layers of
lava and ash brown.
4. Sometimes the magma escapes through a side vent, an opening in the side of the volcano.
Colorthe sideventyellow.
.
5. A cloud of steam, gas, and dust comes out of the top of the volcano. Color the cloud gray.
6. Volcanic bombs are lumps of lava rock that are thrown out of the volcano. Color the
volcanic bombs black.
18
IGNEOUS ROCKS
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@ Carson-Dellosa
n---O_...-_..-
Publ. CD-7294
CanTeach.
-Making
Fossils
http://www.track6.a)m/c:auteachleIememary/life19.htmi
Making Fossils
Suggested Grades
K+
Objective
Students will better undeIStandJww fossils are
-createdby makinz their.own.
Materials
..
paper prates
objects to.make impressions of (leaves,mens,
.
paint (optiolJal)
.
plaster of paris
.
.
.
.
..
.
Method
AddiOOnal
Ite8ource8-
~~~etc.)
Explain to-students about fOssilization.
FossiIi7atiol&Thepreservation of the remam~
or an imprint ofa living-organism in a
geological stmcture.
Pour out piaster of paris into the paper plates.
(you might-wantt~ this ahead of time).
Have-studentspressingitems into the-plasterof
paris and lifting them up.rightaway to-make
impressions.
Explain to.students that normally,fossils.are
ereated when the-objeet decomposes.
Let-plasterdry.
Paint if you would like. Tty using different
coloured paint for each impression.
Variation:Wrap a plaster of paris ball around a
small plastic object (eg: toy for birthday bags
Iiie dino~
spiders;.~). Crack ~ ball
carefully-andyou should see an impression of
the-OOjectinthe-pfaster.
&oks
Videos.
.Audio-Resounes-
Intemet~~s
back to life science index Iback to subject index
19
ion
11/03/2001
1:2& AM
Making Sedimentary Rocks
Title: Making Sedimentary Rocks
Time: 1 class period
KERA Goals: 2.4, 2.6
Conclusion/Discussion:
Write or discuss the differences in the rocks that you made.
Objective:
Students should understand that sedimentary rocks like coal are formed by the cementing
together of smaller pieces of rocks. Or, like coal, from the accumulation of plant material.
Materials:
plaster
cement
milk cartons (pint)
sand
soil
water
mixing spoon
Activity:
In this activity we will be making three different sedimentary rocks.
Sandstone
1. Cut the top off of a
milk carton
2. Label the carton "A"
3. Mix 3 teaspoons of
cement with wet
sand in the carton.
4. Allow to dry.
5. Remove carton to
see the sandstone.
Coal
1. Cut the top off of a
milk carton.
2. Label the carton "8"
3. Mix 3 teaspoonsof
cementwith wet
mud and
decomposedleaves
in the carton.
4. Allow to dry.
5. Removecarton to
Limestone
1. Cut the top off of a
milk carton.
2. Label the carton "C"
3. Mix plaster with water
in the carton.
4. Allow to dry.
5. Remove carton to
see the limestone.
THE HARDNESS OF A MINERAL
r
Purpose)
. To have students look at the hardness of a mineral as one of its properties.
[
Materialsneeded J
A copy of "Mohs' Scale of Hardness" on page 29 for each student
A penny (hardness of 3)
A piece of window glass with rounded edges (hardness of 5.5)
A steel file (hardness of 6.5)
A sample of talc and quartz
Samples of other minerals
A field guide to rocks and minerals
Note: You may be able to obtain a piece of leftover window glass from a hardware
store or building supply store. Ask to have the edges of the glass ground smooth to
make it safe to handle. Although window glass doesn't break easily, students must be
carefully supervised when they handle the glass. You may want to limit students to
scratching a mineral against the glass rather than using the glass to scratch a mineral;
that way students won't have to pick up the glass.
- ,,
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[Activity
,
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1. Tell students that testing the hardness of a mineral can help us identify it.
Hardness is measured by seeing how easy it is to scratch a mineral. For example,
talc, the softest mineral known, can be scratched with a fingernail. Diamond, the
hardest mineral, can scratch all the other minerals but cannot be scratched by
them.
2. Give each student a copy of the Mohs' scale on page 29. Explain that the German
mineralogist Friedrich Mohs developed a standard scale of hardness in 1822. His
scale proved to be so easy to apply that it is still in use today.
3. Explain that each mineral listed on the Mohs' scale is given a hardness rating
from 1 to 10. Talc is the softest mineral and diamond is the hardest. A given
mineral listed on the scale can scratch any mineral with a lower number, and it can
be scratched by any mineral with a higher-number.
,
To help students understand the scale, ask questions about each mineral, such
as, "Which minerals can be scratched by calcite and which minerals can scratch
calcite?" and "Can calcite be scratchedby a mineral with a hardness rating of 2?"
~ Carson-Dcllosa Pub!. CD-7294
21
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PROPERTIES OF MINERALS
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4. Tell students that to apply the Mohs' scaIe~we must have samples of the min~iaIs
listed on the scale to use as test minerals'.Or we can use more ordinary objects if
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we know their hardness ratings. For example, a fmgernail has a hardness of 2.5; a
penny has a hardness of 3; a piece of window glass has a hardness of 5.5; and a
'
steel file has a hardness of 6.5.
If you don't have the test minerals available, assemble the other objects (a
penny, a piece of window glass with rounded edges, and a steel file) at a learning
center.
'"
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5. Tell students that to fmd the hardness of a mineral, the mineral is scratched
against the test minerals or the "test objects." Show students a piece of talc. Invite
one student to try to scratch the talc with the steel ftle. Older students can reason
that if the file can scratch the talc, the talc has a hardness rating less than 6.5.
6. Let individual students try to scratch the talc with the window glass, a penny, and
fmally a fingernail. If the talc can be scratched with a fingernail, it must have a
hardness rating less than 3. (If you have a sample of gypsum, students can try
scratching the talc with gypsum, too. Then they will know that talc has a hardness
rating less than 2!)
,
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7. Show students a saID~l~of qu~:
'.:
Let individual students try' scratching the
quartz with each of the test objects. If quartz cannot be scratched with a steel file,
then it must have a hardness rating higher than 6.5. Let students try scratching
each test object with quartz. If quartz can scratch each object, it must be harder
than each of them!
8. At a learning center, provide a copy of the Mohs' scale, the test objects, and
several samples of minerals to test for hardness. Younger students can simply
experiment with scratching the minerals and test objects together to see if they
think the minerals are hard or soft.
9. Explain to older students that if an unknown mineral can scratch a penny (with a
hardness of 3) but can be scratched by the glass (with a hardness of 5.5), the
mineral must have a hardness rating between 3 and 5.5 (about 4.5). Provide
samples of quartz and talc, as well as the test objects, for older students to work
with. See if they can narrow down the hardness ratings of the unknown minerals
that they are testing. For example, students might decide that a mineral that can
scratch talc (with a hardness of 1) but can be scratched by a fingernail (with a
hardness of 2.5) must have a hardness rating of about 2.
----------.--
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....
-1Name
How Hard Is a Mineral?
You
can test the hardness
tells how
hard
Diamond
has a hardness
ofamineral
ten minerals
to help you
are. Talc
of 1 0 on
tellwhat
has a hardness
the scale. Diamond
mineral
itis.The
"Mohs'
Scale"
below
of 1 on the scale. Talc is the softest mineral.
is the hardest
mineral.
One
mineral
listed
on the scale can scratch any mineral with a lowernwnber.And it can be scratched by any mineral
with a higher number.
Mobs' Scale of Hardness
1.Talc
2. Gypsum
3. Calcite
4. Fluorite
5. Apatite
6. Orthoclase
7. Quartz
8.Topaz
9. Corundum
10. Diamond
Look at the scale above. Which two minerals can be scratched by calcite?
Look at the pictures below. Which object is the softest?
Which object is the hardest?
i
I
@ Carson-Dellosa
i
Publ. CD-7294
23
nrl
PROPERTIES OF MINERALS
MATERIALS LIST
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500 GREENVIEW COURT
VERNON HILLS, ILUNOIS 60061-1862
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Rocks and Minerals Golden Guide Book T2 -41405
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24
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