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Is it a Rock or a Mineral?: An Interactive Earth Science Activity, Study notes of Natural Resources

Truman State University (TSU)Natural Resources

An educational activity designed to help students differentiate between rocks and minerals based on their properties. The activity is aligned with ohio revised science standards and model curriculum for kindergarten, grade 3, and grade 6. It includes explanations of the definitions, differences, and identification methods for both rocks and minerals, as well as suggestions for using candies as a teaching tool.

Typology: Study notes

2021/2022

Uploaded on 09/12/2022

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Hands On Earth Science Activity No. 11
Is it a Rock or a Mineral?
This activity can be used to help teach the following Topics and Content Statements for the Ohio Revised Science Standards (2018)
and Model Curriculum (2019):
Grade Content
Standard Topic Content Statement/Subtopic
Kindergarten Physical Science Properties of Everyday
Objects and Materials
K.PS.1: Objects and materials can be sorted and described
by their properties.
Grade 3 Earth and Space Science Earth’s Resources
3.ESS.1: Earth’s nonliving resources have specific
properties.
Grade 6 Earth and Space Science Rocks, Minerals and Soil
6.ESS.1: Minerals have specific, quantifiable properties.
6.ESS.2: Igneous, metamorphic and sedimentary rocks have
unique characteristics that can be used for identification
and/or classification.
6.ESS.3: I
gneous, metamorphic and sedimentary rocks form
in different ways.
Grade 6 Physical Science Matter and Motion 6.PS.1: Matter is made up of small particles called atoms.
pf3

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Download Is it a Rock or a Mineral?: An Interactive Earth Science Activity and more Study notes Natural Resources in PDF only on Docsity!

Hands On Earth Science Activity No. 11

Is it a Rock or a Mineral?

This activity can be used to help teach the following Topics and Content Statements for the Ohio Revised Science Standards (2018) and Model Curriculum (2019):

Grade (^) StandardContent Topic Content Statement/Subtopic

Kindergarten Physical Science Properties of EverydayObjects and Materials^ K.PS.1: Objects and materials can be sorted and describedby their properties.

Grade 3 Earth and Space Science Earth’s Resources

3.ESS.1: Earth’s nonliving resources have specific properties.

Grade 6 Earth and Space Science Rocks, Minerals and Soil

6.ESS.1: Minerals have specific, quantifiable properties. 6.ESS.2: Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for identification and/or classification. 6.ESS.3: Igneous, metamorphic and sedimentary rocks form in different ways.

Grade 6 Physical Science Matter and Motion 6.PS.1: Matter is made up of small particles called atoms.

OHIO DEPARTMENT OF NATURAL RESOURCES

IS IT A ROCK OR A MINERAL?

by Sherry L. Weisgarber

Kids love rocks and minerals. However, many kids (and adults!) do not know the difference between a rock and a mineral. This activity is designed to train K-5 young scientists to observe and classify while learning how to tell the difference between a rock and a mineral. What is a mineral? A material must fit the following four general criteria to be called a mineral:

  1. Minerals are inorganic, meaning they typically do not form from the remains of plants or ani- mals.
  2. Minerals are naturally occurring. True minerals are not manmade.
  3. Minerals have the same chemical makeup wherever they are found. For example, the mineral quartz always consists of one part silicon (an element) to two parts oxygen (another element). Some minerals, like gold, copper, and sulfur, are made up of only one element. However, most minerals are combinations of several different elements.
  4. Minerals have specific repeating patterns of atoms. This orderly arrangement of atoms forms the mineral’s characteristic crystal shape. For example, a crystal of quartz is always hexagonal because of the way the atoms of silicon and oxygen join together. However, if a quartz crystal does not have much room to grow, it may not look hexagonal on the outside, even though the atoms on the inside are ar- ranged in the same orderly pattern. What is a rock? Minerals are the building blocks of rocks. A rock is made up of one or more minerals. Rocks can be placed in one of three categories depending on how they form:
  5. Igneous rocks form from magma (molten rock) either deep within the Earth (for example, granite), or on the Earth’s surface when lava cools and hardens (for example, pumice).
  6. Sedimentary rocks are layered rocks that form primarily from the accumulation and compaction of sediment which is derived from preexisting rocks by erosion (weathering by water, wind, or ice) (for example, sandstone). Some sedimentary rocks form by precipitation from solution (for example, gypsum).
  7. Metamorphic rocks form when preexisting rocks—igneous, sedimentary, or metamorphic—are subjected to extreme temperatures and pressures deep within the Earth. The intense heat and pressure cause the mineral composition and grain size to change. For example, limestones become marbles and shales become slates. Now that you know the general definitions, how can you tell the difference between rocks and miner- als? This is where observation and classification becomes important. Minerals are homogeneous (the same throughout). A mineral will generally have the same appearance both on the interior and exterior of the sample. The properties of color and texture generally do not vary sharply because of this homo- geneity. However, color and texture generally do vary sharply in rocks because rocks are made up of a variety of different minerals. Before having the students classify actual rocks and minerals, have them observe and classify some things they may like better... candy. For this exercise you will need to choose bags of the following candies. Make sure you have some candies from both the “rock” list and the “mineral” list. The more variety, the better the exercise. The “rock” list includes: Peanut M & M’s™, Nestle’s Buncha Crunch™, Butterfinger BB’s™, and Hershey Kisses with Almonds™. The “mineral” list includes: Hershey Kisses™, gummy bears, jelly beans, and chocolate or peanut butter chips. (This activity assumes that none of the students is diabetic or allergic to chocolate, peanuts, or almonds.)

No. 11